Taking A Solution Oriented Approach to MeetingsJanuary 2012

guidance, exemplars, templates

for solution oriented meetings

with colleagues, childrenand young people, parents

CONTENTS

Page
  1. Introduction
  2. Why Taking A Solution Oriented Approach In Meetings Works
  3. Purpose, Core Conditions, Structure of A Solution Oriented Meeting
  4. Core Conditions for A Solution Oriented Meeting Exemplified
i)The Principles Which Underpin Solution Oriented Thinking and Working.
ii)The Tools Which Support Solution Oriented Thinking and Working.
  1. Facilitating A Solution Oriented Meeting
Planning
Setting the Core Conditions
  1. Meeting Formatsand Structures[see also Exemplifications,Templates and Prompt Script]
Meetings With Colleagues
  • 7 Step Solution Oriented Meeting [1] : Problem Solving Meeting
  • Generic Solution Oriented Meeting
  • Professional Review and Development Meeting
  • Improvement Planning Meeting
  • Coaching Meeting
Meetings With Children, Young People, Parents
  • Pupil Progress / Review Meeting
  • Pupil Progress [Coaching] [2 versions]
  • 7 Step Solution Oriented Meeting [2]: Problem Solving Meeting.
  1. Exemplifications (scripted examples)
  • 7Step Meeting Colleagues / Pupil Council
  • Generic Solution Oriented Meeting Colleagues / Pupil Council
  • 7 Step Meeting Pupils
  1. Templates
Meetings With Colleagues
  • 7 Step Solution Oriented Meeting [1] : Problem Solving Meeting
  • Generic Solution Oriented Meeting
  • Professional Review and Development Meeting
  • Improvement Planning Meetingwith solution oriented questions
  • Improvement Planning Meeting
  • Coaching Meeting
Meetings With Children, Young People, Parents
  • Pupil Progress / Review Meeting
  • Pupil Progress [Coaching] Format 1
  • Pupil Progress [Coaching] Format 2
  • 7 Step Solution Oriented Meeting [2]: Problem Solving Meeting.
Evaluation of Meeting
Planning and Preparation Prompt / Checklist
Prompt for Keeping Meetings On Track (develop your own “script”) / 4
5
6
7
7
8-9
10
11
12-17
12
13
13
14
15
16
16
17
18-27
18-21
22-23
24-27
28 -31
32 -34
35
36-37
38-39
40-41
42
43-44
45-46
47-50
51
52
53-55
  1. Introduction

The purpose of this guidance is:

  • to showhow effectively a solution oriented meeting can move any kind of “problem”, “challenge”, “issue” or “task”forward.
  • to providean overview of what makes a solution oriented meeting work;
  • to provide formats for structuring a range of solution oriented meetings with colleagues, pupils, parents;
  • to provide practical tools for holding effective solution oriented meetings including:

-scripted exemplifications of solution oriented meetings;

-templates for solution oriented meetings which can be adapted;

-a checklist for planning and preparation;

-a prompt “script” for meetings which can be customised.

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  1. Why Taking A Solution Oriented Approach In Meetings Works.

It makes better use of time

  • Approximately 80% of time is spent on strengths, goals and solution-building and 20% on problem discussion.

It provides consistency

  • Our thinking and work are underpinned by a set of ten principles.
  • Everyone uses solution-building language.

It focuses on what works

  • An emphasis on strengths, resources, successes, when things are better.
  • A focus on what people can do – not what they can’t.

It focuses on future goals

  • Acknowledges the problem and sees beyond it.
  • Emphasis on preferred future and possibilities.

It is collaborative

  • Everyone is involved in goal-setting and solution-building.

It focuses on solutions

  • The problem is the problem, not the person. [*Sycol]

*Sycol Ltd – Solution Oriented consulting, training and delivery services to the public sector.

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  1. Purpose, Core Conditions andStructure of a Solution Oriented

Meeting

It is important that all participants know beforehand what the purpose, structure and core conditions of a solution oriented meeting are.

Purpose
  • the purpose of a solution oriented meeting is collaborative solution-building.
Core Conditions
  • the 10 principles of solution oriented thinking and practice will underpin working together;
  • solution oriented tools will help focus participants on strengths, what works, progress, exceptions and goals;
  • all participants will have an input in finding solutions;
  • collaboration is at the heart of the process.
Structure
  • the main part of the meeting [approximately 80% of the time] will be spent on solution-building.

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  1. Core Conditions of a Solution Oriented MeetingExemplified

(i) The 10 Key Principles ofSolution Oriented Practice

  1. Listen to the person, listen for the possibility.
  1. People have the necessary resources to make changes. [Sycol]
  1. Everyone has their own way of solving problems.
  1. No sign-up, no change. Collaboration enhances change. [Sycol]
  1. Language shapes and moulds how we make sense of the world.
  1. A focus on future possibilities and solutions enhances change. [Sycol]
  1. There are always exceptions to the problem.
  1. Small changes can lead to bigger changes.
  1. If it works do more of it; if it doesn’t, do something different. [Sycol]
  1. The problem is the problem, not the person. [Sycol]

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4(ii) The Tools Which Support Solution Oriented Thinking and Working

•Listen, accept, acknowledge and agree the core message

•Identify skills and strengths

•Look for exceptions

•Build on what works

•Highlight progress [scaling]

•Goal setting, envisaging a better future [preferred future]

Listening: Helpful Stance and Agree the “Core Message”

Listening with a solution oriented ‘stance’ involves developing the ability to ‘not know’ about what the person is talking about. In other words, it is vital to set aside pre-conceived ideas about what the person is saying and listen with an ‘empty head’.

The next stance is to have abundant and genuine curiosity about what the person is saying.Let the person teach you what it is like to be in their situation. As this happens, at all times be hopeful and affirming, assume cooperation and be ready to compliment at all times eg “It must have been difficult, how did you cope so well?”

The listener then feeds back what is heard to be the core message and checks with the speaker for agreement.

Identify Skills and Strengths, Focus on Resources and Problem Free Talk

Positive change can emerge by describing, detailing and attending to strengths – in a person, organisation or situation. Taking a strengths based approach, naturally leads to profiling skills and competencies rather than deficits. What resources do people have that they might not think (or know) they have?It is in identifying such competence that the beginnings of change arise.

Exception Finding

  • Looking for times when things are going well.
  • Identifying times when the problem is less of an issue.

“In any situation, no matter how difficult, there will be times when things aren’t quite so bad, or when things are just a little bit better. These times, known as ‘exceptions’ to the problem, should be explored in an attempt to identify the possible solution pathways which will be the keys to effective problem resolution.”[1]

Build on What Works

“Very often, in problem-dominated situations, the task is to help restore personal agency to the person [team etc]. Personal agency is one’s capability to initiate and control one’s own actions for given purposes. Restoring personal agency encourages the notion of, “positive blame” where the person takes activeresponsibility for any small signs of success, rather than explaining these by recourse to external factors. Focus on: what works; current successes;small signs of progress;personal agency; “positive blame”;if it works do more of it.” [2]

Highlight Progress [Scaling] and Evidence-Based Feedback

  • Use of scaling technique to monitor progress
  • Evidence-based feedback – what have others noticed?

“The use of scaling questions may lead to the identification of small, well defined steps which may be taken towards a solution, and may also identify further differences and exceptions. Eg On a scale of 1 to 10, with 1 being the worst that things could ever be in your life, and 10 being how you want things to be, where are you today? What makes you a 4 and not a 3?

It is important to compliment the other person on all those things that have been noticed that are contributing to the desired changes which will lead to the solution. It is essential that they have an ‘evidence base’, in other words that the compliments given reflect actual strengths and capabilities.” [3]

Goal Setting, Envisage a better future [preferred future]

  • Imagining a preferred future [miracle question – if you wake up in the morning and the problem doesn’t exist, what will be different? What will you see, hear, feel? What will others notice?]
  • Using goal identification conversations

One of the central activities in solution oriented approaches is the development of a detailed description of the person’s goals, what they would like to see different. This process can be described as ‘future pull’, where a clear vision of a success or a preferred future can have the effect of ‘pulling’ the person or organisation through difficult times.

Detailed descriptions of the future without the problem may lead to descriptions of times when small parts of what needs to happen are already happening or have happened in the past (exceptions).

Descriptions of Goals should be: positive, observable, detailed, multi-perspective, small-step.

What will be a first step towards achieving your preferred future? What will take you one point up the scale?

Minimalist Summary of Solution Oriented Practice
If you want to know what someone wants,
ask the miracle question.
If you want to know what they can do about
what they want, ask about exceptions.
If you want to know how they are getting on
getting what they want, ask a scaling question.
Steve De Schazer

Notes 1,2 and 3: Text taken and adapted from “Empowering Change” Michael E Harker

and Bernadette Cairns

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5. Facilitating A Solution Oriented Meeting

Facilitating a solution oriented meeting requiresa range ofactions by the facilitator/chair before, at the start of, during and after the meeting.

Action

Action / Before / At The Start / During / After
Plan and co-ordinate the arrangements for the meeting. / 
Set the tone and core conditions of the meeting. /  /  / 
Structure the meeting. /  /  / 
Ensure all participants are included, engaged and involved in the meeting. /  / 
Ensure the outcomes/actions are agreed, recorded and disseminated. /  / 
Review progress of the outcomes/actions. / 

Areas / Ideas To Reflect On

Planning and Co-ordination of the Arrangements

What is the purpose of the meeting?
  • What are the outcomes which need to be achieved?
  • What is/are the problem(s) / “task” which need(s) to be solved?
  • What are the priorities?
  • Can any of the issues or agenda items be dealt with outside the meeting?
Are the right people invited and coming to the meeting?
What format of solution oriented meeting is best suited for the meeting/agenda items?
eg 7 step meeting, review meeting, solution-building, generic?

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Areas / Ideas To Reflect On continued

Setting the Core Conditions

Agenda
Does the agenda make clear that this is a solution oriented meeting?
  • Does pre meeting information make clear thatsolution orientedprinciples will underpin the meeting?
  • Does pre meeting information make clear that approximately 80% of the meeting will focus on solution-building?
  • Do the agenda items emphasise that this is a collaborative and solution oriented meeting?
Eg Working together to develop positive behaviour strategies …
How to recognise the achievements of our pupils…
Recording of Actions / Outcomes
How will the actions/outcomes be recorded? [see templates]
How will you record actions/outcomes during the meeting?Who will do this?
Is a timekeeper needed?
Meeting Area
Are the principles on view in the meeting area?
Are the necessary equipment and resources in place?
Water/refreshments available?
“Prompt” / “script”
A “prompt” / “script” mapped to the agenda can be a useful aid for the facilitator to keep things on track. [see templates and exemplifications of meetings]

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6. SOLUTION ORIENTED MEETING FORMATS and STRUCTURES

The following meeting formats cover a range of meeting styles and are not meant to be prescriptive. Some meetings will have a range of structures within them. All will have a focus on strengths, what works, exceptions and goals.

  • There are exemplifications [scripted examples] for some of the meetings on pages 18-27and templates for each meeting styleon pages 28-49.
  • There is also a “prompt” script for structuring meetings and keeping meetings on track which can be adapted to your own situation see pages 51-53.

MEETINGS WITH COLLEAGUES

7 Step Solution Oriented Meeting (Problem Solving Meeting)
See Exemplification on page 18-21 and Template on page 28-31
For Team / Staff Meetings.
The 7 Step Solution Oriented Meeting is a problem solving format which can be used in any meeting with colleagues to solve a problem. It can also be used in pupil council meetings etc. There is a similar 7 Step meeting for using with pupils and parents.
The techniques which can be incorporated into the 7 Step Solution Oriented Meeting are:
•Problem-free talk
•Goal identification and setting
•Exceptions-finding
•Scaling
The 7 steps are:
Step 1: Relaxation/focusing - settling in, problem free talk
Step 2: Problem description - where we are now, scaling
Step 3: Problem identification - what needs to change -ideas generation
Step 4: Problem prioritisation - agree what needs to be worked on
Step 5: Solution generation - how we will do this - ideas generation
Step 6: Solution prioritisation - agree on how we will do this
Step7: Action planning - agree who will do what and when
  • The meeting is recorded on the template as the meeting progresses [using laptop and projector/interactive whiteboard] or on a flipchart so that all stages of the solution-finding are recorded.
  • The completed template or flip chart pages serve/s a dual purpose as a record of the meeting [minutes] and an action plan.

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GenericSolution Oriented Meeting
See Exemplification on page 22-23and Template on page 32-34
For meetings with colleagues, with pupils and with pupils and parents.
This structure can be used to facilitate a range of solution oriented meetings.
Structure
  1. Settling In and Establishing Core Conditions
For each agenda item [problem]

  1. Acknowledge the problem / challenge and agree the core message
  2. Focus on:skills, strengths and resource; exceptions; what’s working;progress.
  3. Identify preferred future and set goals
  4. Agree Action Planning

Professional Review and Development Meeting
See template on page 35
For one to one meetings.
This format can be used for professional review and development meetings
It uses a few simple questions to good effect for individual planning and focuses on what’s working.
  • What’s gone well this year/term? (explore positives and reflect back skills)
  • What’s been challenging? (identify issues, what needs to improve)
  • What do you want to be doing/where do you want to be next year? (Future focus)
  • How will you get there? (What Continuing Professional Development [CPD] is needed? What changes are required?)
  • How can I support you? (management support)
  • It would be great to do it all – as well as a little – what will you do first? (collapse the goals and prioritise CPD).

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Improvement Planning Meeting
See template on pages 36-37 with solution oriented questions
See template on pages 38-39 –template without questions
For any planning meeting: team; departmental improvement; whole school improvement;
pupil council.
PLAN, DO, REVIEW CYCLE
[basedon Journey To Excellence 4:Planning For Excellence ]
  1. VISIONING Preferred Future/Future Plans/Goal Identification
Identify where we want to be…
  1. a) AGREE OUTCOMES
Agree where we are now, scaling [baseline] …
Agree the outcomes we are going to achieve - the difference we want to
make…
b)AGREE OUTCOME INDICATORS
Agree how we will know we have achieved these outcomes and made a
difference :what we will see, hear, feel…
Evidence[Qualitative, quantitative]
  1. ACTION PLAN for achieving these outcomes
WHAT we will do [See 2a]
HOW we will do this
WHO will do what
WHEN we will do this
  1. EVALUATING PROGRESS and IMPACT
how we will make sure the Action Plan is happening
how we will measure impact –have we made a difference?
How we will take forward what we have learned - Back to Step 1

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Coaching Meeting
See template on pages 40-41
For one to one meetings where the person being coached [coachee] has identified a change s/he wants to make.
  • Problem free talk and competency profiling: What the coachee wants to achieve from the meeting, his/her strengths, skills and qualities.
  • Goal Identification: Where the coachee would like to be- when things are different what will this be like? And what else?
  • Exception Finding: When things are different or going better what is the coachee doing? And what else?
  • Scaling: Where coachee is today in terms of the problem/challenge, what needs to happen to progress up the scale? And what else?
  • Action planning: What the coachee is going to do to move one step up the scale. How wills/he know? Who else will know?

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MEETINGS WITH PUPILS AND WITH PUPILS AND PARENTS

Pupil Review Meeting
See template on page 42
For progress review meetings [one to one / pupil and parents/ multi agency / tracking progress eg by key professional]
  • This format can be used in any meeting with pupils, and pupils and parents to reviewprogress. It can be used for re-admission meetings after exclusion.
  • It focuses on what’s working and on next steps with agreed action/s.
  • It is intended that the meeting is recorded on the template as the meetingprogresses [using laptop and projector/interactive whiteboard] so that all participants can view the strengths and skills of the child/young person and next steps.
  • The completed template serves a dual purpose as a record of the meeting [minutes] and an action plan.

Pupil Progress / CoachingMeeting : One To One Two Versions
See Template on pages43-44and Template on pages 45-46
This format provides a structure for a solution oriented meeting which focuses on:
  • what’s working in a child / young person’s life,
  • goal setting and next steps.
The facilitator can be the key adult eg class teacher/ tutor/ guidance teacher.
The format can be used to review progress and/or to coach a child / young person to come up with his/her own solution.

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