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HomeMy WebLinkAboutMeeting 031695ORANGE COUNTY PLANNING DEPARTMENT 306F REVERE ROAD HILLSBOROUGH, NORTH CAROLINA 27278 HeceM=(i P MAR 1 0 1995 T i! b �•rT� ��I O\` ♦' Managers AGENDA T Stoney Creek Basin Planning Group - Meeting 1 New Hope Elementary School Dance Studio, Room 508 Thursday, March 16, 1995 7:30 PM TIME AGENDA ITEM 7:30 1. CALL TO ORDER - Gene Bell 7:31 2. OPENING COMMENTS - Commissioners Willhoit and Halkiotis 7:40 3. INTRODUCTION OF PLANNING GROUP MEMBERS (Attachment 1) 7:50 4. THE ASSIGNMENT - Gene Bell (Attachment 2) a. Charge to Planning Group b. UNC Class Assignment C. Stoney Creek Basin Small Area Plan Alternatives d. Phase I Schedule e. Proposed Phase II Schedule (To be Handed Out) 8:05 5. FACILITATOR a. Introduction - Commissioner Willhoit b. Role and Expectations - Verla Insko 8:15 6. PLANNING GROUP OPERATIONAL CONSIDERATIONS - Verla Insko a. Ground Rules for Groups (Attachment 3) b. Working Definition of Consensus C. Other Operational Considerations 9:45 7. OTHER BUSINESS 10:00 8. ADJOURNMENT STONEY CREEK BASIN PLANNING GROUP NEIGHBORHOOD REPRESENTATIVE ALTERNATE Colonial Hills Steve Price None 1801 Washington St. Hillsborough, NC 27278 Joppa Oaks NC 86 Area New Hope/ Powder Mill Old NC 10 North Old NC 10 South Stoney Creek Stoney Creek Farms Strayhorn Hills University Station Road Area Wyngate ATTACHMENT 1 Bobby Nicholson None 2436 Lonnie Circle Hillsborough, NC 27278 Trudy Cuffe None 3630 NC 86 South Hillsborough, NC 27278 Michael Warner Trish Rafalow 100 Europa Drive 4512 Powder Mill Rd. Suite 250 Chapel Hill, NC 27514 Chapel Hill, NC 27514 None None Gary Hanker John Ringland 2622 Hoot Owl Drive 2512 Hoot Owl Drive Hillsborough, NC 27278 Hillsborough, NC 27278 Meg McKean Dan Kenan 3711 Stoneycreek Rd. 3522 Bluestone Ct. Chapel Hill, NC 27514 Chapel Hill, NC 27514 None None Dan Teichman Irene VanDyke 2310 Stagecoach Dr. 3015 Carriage Trail Hillsborough, NC 27278 Hillsborough, NC 27278 David Yelton 3005 Carriage Trail Hillsborough, NC 27278 Curtis Bane None 3809 University Station Rd. Chapel Hill, NC 27514 Dean Zehnder Amy McBride 2121 Old Forest Dr. 2210 Wyngate Dr Hillsborough, NC 27278 Hillsborough, NC 27278 STONEY CREEK BASIN PLANNING GROUP (CONTINUED) AGENCY REPRESENTATIVES) At Large Bob Strayhorn 2103 New Hope Church Rd. Chapel Hill, NC 27514 Dr. Angelaurelio Soldi 4317 Cedar Pass Chapel Hill, NC 27514 Lee Rafalow 4512 Powder Mill Rd. Chapel Hill, NC 27514 Duke University Judson Edeburn School of the Environment Duke University PO Box 90328 Durham, NC 27708 Orange County Keith Cook School Board 419 Calvary Ct. Hillsborough, NC 27278 Economic Development Bob Hall Commission 5706 Old Stony Way Durham, NC 27705 Triangle Land Bill Bracey Conservancy Arbor Realty 431 W. Franklin St. Chapel Hill, NC 27516 Orange County Clint Burklin Planning Board 3811 Stoneycreek Rd. Chapel Hill, NC 27514 Cherie Rosemond 3823 Old NC 10 Chapel Hill, NC 27514 Orange County Dr. Stephen Halkiotis Commissioners 1007 Panther Ct. Hillsborough, NC 27278 Don Willhoit 203 Lexington Rd. Chapel Hill, NC 27516 ATTACHMENT 2 a. Charge to Planning Group T b. UNC Class Assignment c. Stoney Creek Basin Small Area Plan Alternatives d. Phase I Schedule CHARGE TO THE STONEY CREEK BASIN PLANNING GROUP BACKGROUND: October, 1994 the Board of County Commissioners adopted goals and objectives for d Orange County goal In Octo efforts b Hillsborough an g adopted by the Board is related directly to continuing Y cooperatively plan for Associated with that goal was the following cooper y p growth in the central portion of the county. objective: area �g process in the Cooperative planning Area within an area defined Initiate a small p generally by the Stoney Creek drainage basin. November, 994 the Board of Commissioners and the Hillsborough Town Board metro' jointly discuss ll ag: In � agreed in run status of the Cooperative Planning Agreement. The two governing boards agr principle � To review the Cooperative Planning Agreement between Orange County and the Town of Hillsborough, including the preparation of amendments to the Agreement. sewer service ound�es. gh' ens ace definition, and water/ address, but not be limited to, annexation, op p ' ' to a small area planning process in the Cooperative Planning Area within an area defined � To initiate generally by the Stoney Creek drainag e basin. 10 CHARGE: use lam, including recommendations for implementation, for the Stoney bounded Creek Basin To prepare a land P The basin area is generally planning Area southeast of the town of Hillsborough (see aet C hB el Hill •railroad sPm' on the' east; the Joint by U.S. Highway 70 on the north; Stoney Creek an P planning Area (Rural Buffer) boundary to .the south; and I -40, the proposed I -40 /Old N.C. Economic Development District, and N.C. Highway 86 on the west. k The planning Group will be comprised of the following members: • Board of Commissioners 0 Hillsborough Town Board • Orange County Planning Board 0 Hillsborough Planning Boma • Orange County Economic Development Cpmmm on • Orange County School Board • Duke Forest • Triangle Land Conservancy * - Recommended. Appointments to be confirmed. A County representative should serve as Chair. Stephen Halkiotis Don Willhoit Evelyn Lloyd Catherine Martin Clint Burklin* Cherie Rosemond * Appointments pending Richard Williams* Appointment pending Judson Edeburn * Bill Bracey* OTHER INTERESTED PARTIES: however, citizen participation will be Planning Group representation will no limited the above epre representative from Planning Area neighborhoods, encouraged through the designate including, but not limited to, the following: DEPARTMENT OF CITY AND REGIONAL PLANNING UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL PLAN 223 (1) STONEY CREEK BASIN SMALL AREA PLAN WORKSHOP Spring 1995 INSTRUCTORS: Dave Godschalk and Phil Berke TEACHING ASSISTANT: Marion Clark ORANGE COUNTY STAFF RESOURCES: Coordination: Marvin Collins, Planning Director Zoning /Subdivision Mary Willis, Planner III GIS Miriam Coleman, Planner I Land Use David Stancil, Planner Ii Environment Don Belk, Planner II Transportation Slade McCalip, Planner II Utilities Paul Thames, County Engineer. Recreation Bob Jones, Recreation Director. Economic Development Ted Abernathy, ED Director PURPOSE: To evaluate land use alternatives in the Stoney Creek drainage basin area southeast of Hillsborough (see attached map), bounded generally by U.S. Highway 70 on the north, Stoney Creek and the Chapel Hill railroad spur on the east, the Joint Planning Area (Rural Buffer) boundary to the south, and I -40, the proposed I -40 /Old N.C. 86 Economic Development District, and N.C. Highway 86 on the west. CLIENT: The Stoney Creek Basin Planning Group (see attached charge), formed to prepare a land use plan and implementation recommendations, and made up of members from the Orange County Board of Commissioners, Planning Board, Economic Development Commission, and School Board; the Hillsborough Town Board and Planning Board; Duke Forrest; and Triangle Land Conservancy. In addition, representatives from twelve area neighborhoods will be invited to attend Planning Group meetings. SCOPE OF WORK: The class shall prepare, evaluate, and present three alternative land use plans for the basin; 1. Status Quo Plan, utilizing a conventional development approach under existing County zoning and subdivision regulations. 2. Open Space Plan, utilizing the Flexible Development approach under consideration by Orange County, based on general open space design principles proposed by Randall Arendt and others (see Rural By Design and "Designing Open Space Developments in Sussex County, Delaware "). 3. Neotraditional Plan (village concept), utilizing principles proposed by Andres Duany, Elizabeth Plater - Zyberk, Peter Calthorpe, and others (see Towns and Town - Making Principles, The Next American Metropolis, and The Pedestrian Pocket Book). Plan preparation shall be based on a Suitability Analysis of the area within the basin, using the County GIS database to locate desirable areas for future development (considering the proposed Triangle Transit Authority transit corridor to the extent possible) and for open space preservation (considering the Stoney Creek corridor connecting Duke Forest to the Eno River proposed by the Triangle Land Conservancy). Plan evaluation shall include traffic and transit impacts of each alternative, utilizing the County traffic model as appropriate. It shall also consider other impacts, including watershed protection, open space preservation, development- inducing effects of water and sewer extensions, mixed land uses, and fiscal responsibility and revenue base diversification. I Plan presentation shall take place during a series of meetings with the Planning Group, including: 1. Kick -off meeting to introduce the project and people and hear client concerns. 2. Presentation and discussion of the suitability analysis results. 3. Presentations of the three plan alternatives and their evaluations (possibly in separate meetings, starting with the Status Quo plan and comparing successive plans). TASKS: 1) Meet with planning staff and soil scientist to discuss scope of work, background, resources, area opportunities and constraints, and work schedule. 2) Visit site to inspect existing development pattern, Duke Forest, New Hope Elementary School and new Middle School, and Southern Railway line. 3) Hold series of meetings with Planning Group. 4) Compile GIS data and conduct areawide suitability analysis. 5) Prepare sketch land use plans and review with Orange County staff. 6) Analyze impacts of alternative plans and review with Orange County staff. 7) Present findings verbally and in printed report. PRELIMINARY SCHEDULE: Jan. 13. Staff briefing; team /task organization (coordination, suitability, 3 plans, impacts). Jan. 20. Field reconnaisance. Meet with Duke Forestor, Jud Edeburn. Jan. 27. Initiate suitability analysis. Feb. 3. Suitability analysis presentations to staff. Feb. 10. Design concepts discussion. Planning team work on alternative plans. Week of Feb. 13 -17. Present suitability analysis to Planning Group. Critique Status Quo plan. Feb. 24. Critique Open Space and Neotraditional plans. Mar. 3. Initiate impact analyses. Week of Mar. 6 -10. Spring break. Mar. 1.7. Discuss results of impact analyses of alternative plans. Mar. 24. Presentation to staff of preliminary plans and impacts. Mar. 31. Refine plans and impacts. Report drafting. Critique by Randall Arendt (invited). Apr. 7. Presentation design and rehearsal. Report drafting. APA Conference Toronto, Apr. 8 -12. Apr. 14. Holiday. Week of Apr. 17 -21. Final presentation to planning staff (TBA). Report drafting. Week of Apr. 24 -28. Final presentation to Planning Group (TBA). Report completion. STONEY CREEK BASIN SMALL AREA PLAN ALTERNATIVES Preparation of the Stoney Creek Basin Small Area Plan calls for the development of four alternative plans. Three of these, the Status Quo, Open Space, and Neotraditional alternatives will be developed by graduate planning students at the UNC Department of City and Regional Planning. The fourth plan, the Rural Character alternative, will be developed by Orange County Planning staff. Phase II of the planning process will involve a critical review of the alternatives by the Planning Group. Desirable features of the various plans will be retained and eventually incorporated into a recommended plan for the area. Status Ouo The Status Quo begins with the current land use plan which projects predominantly residential development for most of the area. The northern 15 -200 of the area is classified as transition where development can occur at densities greater than one unit per acre with the extension of municipal water and sewer. Three to five percent of the area contained in the extreme south is Rural Buffer. Development here is restricted to two acre lots with wells and septic tanks. With the exception of 450 acres of Duke Forest, the remainder (60 -650) of the area is classified as Rural Residential. Here development can take place at approximately one unit per acre utilizing wells and septic tanks. Utilizing the suitability analysis and existing plan for the area, the Status Quo team will make recommendations on how conventional residential development in the area might occur. Open Space The Open Space. alternative is based largely on the design principles advocated by Randall Arendt. In general, open space developments differ from conventional, i.e., status. quo, subdivisions in that development is clustered on a portion of the site, leaving other portions in some type of open space. For example, a 100 acre tract could be developed as a conventional subdivision with 47 two -acre lots, excluding street rights-of-way. An open space development on the same tract might preserve 50 acres of the site in permanent open space, clustering 47 homes on one - acre lots adjacent to the open space. A significant advantage of open space development is the creation of permanent open space which may be set aside to protect natural areas, wildlife corridors, scenic vistas, historic sites, or provide for continued use for agricultural purposes. Neotraditional The American town of the late 19th and early 20th century provides the basis for the Neotraditional model. Neotraditional development is oriented to the pedestrian rather than the automobile and is characterized by a vibrant town center, compact residential development, mixed land uses, .and a grid street pattern. Andres Duany and Elizabeth Plater - Zyberk are the foremost proponents of neotraditional development. Kentlands in Gaithersburg, Maryland, was designed by them. As an example of the scale of neotraditional development, Kentlands is situated on approximately 350 acres and is planned for 1,600 housing units as well office and retail uses. Rural Character In 1988, the County Commissioners appointed a Rural Character Study Committee and charged them with identifying ways of preserving rural open space with minimal impacts on affected property owners. Preserving agriculture, protecting natural and visual resources, managing quality growth, and providing flexibility for rural residents were identified as study goals. The committee found that the current zoning standard allowing one acre lot development (outside the Rural Buffer) with no open space was not conducive to protecting rural character. The Committee felt that encouraging open space development or larger lot conventional development should be a priority for future rural development. A set of recommended development options was formulated and would be available to all property owners/ developers, to select the option they preferred. Conventional development without open space would be permitted if lots averaged five -acres in size (with an incentives package to promote this "de -facto open space" option). As a compromise between keeping the existing one -acre zoning, and not allowing conventional development without open space, conventional development would also be permitted if an average lot size of 1.84 acres (the average lot size in major subdivisions in the County) were maintained. The opportunity to achieve one unit /acre density was not taken away, however. Developers setting aside open space would receive a density bonus. With a minimum threshold of 20% open space, developers would get a bonus of 0.1 units per.acre for each 10% of open space protected. A development with 20% open space would allow 0.8 lots per acre (80 lots per 100 acres) while a development with 70% open space would allow 1.3 lots per acre (130 lots per 100 acres). Finally, the Committee recommended that a provision allowing up to five one -acre lots for existing tracts of land be included, and that small area plans be undertaken in each of the County's rural activity nodes. Summary This paper has presented a short overview of the status quo, open space, neotraditional, and Rural Character plan alternatives being developed for the Stoney Creek Basin Small Area Plan. Fuller descriptions of the techniques and assumptions underlying each alternative will be in the text accompanying the draft plans. STONEY CREEK BASIN SMALL AREA PLAN Phase I Schedule Meetin Date Meeting Topic /Issues 1 March 16, 1995 Organizational Considerations - Introductions - Review of Charge to Planning Group - Introduction of Facilitator - Operating Guidelines for Group - Working Definition of "Consensus" - Plan Alternatives (Definitions) - Proposed Schedule (.s ) - Other Organizational Matters 2 April 6, 1995 Review of Alternatives - Suitability Analysis - Status Quo Plan Alternative - Open Space Plan Alternative - Neo- Traditional Plan Alternative - Rural Character Plan Alternative 3 April 27, 1995* Impact Analyses /Recommendations - Status Quo Impacts - Open Space Impacts - Neo - Traditional Impacts - Rural Character Impacts - Recommendations to Planning Group ATTACHMENT 3 IN THIS ARTICLE Group Process Facilitation Ground Rules for Groups BY ROGER M. SCHWARZ Groups can be more effective if they identify and stick to some ground rules. Here is a list of guidelines to keep teams on track. y can some groups pull together, tackle difficult tasks, and solve problems, while other groups can't? Even when a group has the necessary skills and is highly motivated, it can be ineffective. One key is ground rules. Suc- cessful groups tend to have either explicit or implicit rules that guide their behavior. When groups follow ground rules, they're better able to communicate effectively, resolve conflicts, solve problems, and make decisions by consensus. Ground rules aren't panaceas. They don't eliminate the struggles of group development, reduce the risks associated with openness, or over- come a lack of trust. Ground rules don't ensure that everyone in a group. will agree, but they can make conflicts more constructive. Ground rules are easy to under- stand but difficult to implement. To use them effectively, a group must practice them regularly. The values Most ground rules are based on three values identified by Chris Argyris and Don Schon in their book Theory in Practice: Increasing Professional Effectiveness. The values are valid information, free and informed choice, and internal com- mitment. To complete tasks and solve prob- lems, a group must have relevant information that all members share in ways that enable each person to determine the information's validity. Free and informed choice requires that group members make choices based on valid information and are able to formulate their own objec- tives, as well as the methods for achieving them. Internal commitiimeht rneans }that each member feels personally responsible for group decisions. Everyone is committed to the deci- sions because everyone believes in the decisions, not because of rewards or penalties. The three values reinforce each other. Group members require valid information to make informed choices. When they make free and informed choices, they're more likely to be internally committed. When they're internally committed, they're more likely to monitor decisions to see that they're implemented effec- tively. As a result of that process, group members are motivated to seek more valid information. The ground rules Here are some ground rules to help groups become more effective. Several of the rules are based on the work of Chris Argyris, Don Schon, Roger Fisher, William Ury, and Cortland Cammann. These rules are most appropriate for groups in which everyone must support a decision in order for it to be implemented effectively. Test assumptions and inferences. When you assume something, you consider it to be true, without verify- ing it. When you infer something, you draw conclusions about things you don't know, based on things you do know. For example, suppose that a group's chairperson, Bob, observes that Hank has more work than other group members. To lighten Hank's work load, Bob transfers some of Hank's assignments to other mem- bers. One day when Bob tells Hank he won't have to prepare a certain report, Hank asks, "Is there anything else I'm doing that you don't like ?" Bob assumed that Hank would know why he was trying to lighten his work load; Hank inferred that Bob was dissatisfied with his work. Bob didn't test his assumption with Hank; Hank didn't test his inference with Bob. Consequently, neither of them could learn that they both were mistaken. Only when Hank reacted to his decision did Bob discover that his well- intentioned plan had back- fired. Testing assumptions and infer- ences enables' people to get valid information so they can make informed choices. It's important to determine whether an assumption or inference is correct. Bob could have told Hank, "I want to lighten your work load because I think you've got too much to do. I don't want you to misinterpret the reassignments. I assume you know that I think your work is excellent. Do you know that ?" Or, Hank could have told Bob, "When you started removing some of my duties, I inferred that you were dissatisfied with my performance. Am I correct ?" Share all relevant information. This rule requires that people share all of the information they have that might affect the way their group solves a problem or makes a decision. Sharing ensures that all group mem- bers have the same data, including information that doesn't support peo- ple's own positions. For example, a group is trying to decide whether to institute flexible working hours in its department. Suppose that you're a member of the group and you would like flexible working hours, though you think they may require more careful scheduling. You also think that if others knew of the potential difficul- ties, "they might not be supportive of the change. In this instance, sharing all relevant information means telling the group about the possibility of increased scheduling difficulties, even though that may make it less likely that the group will decide with you in favor of flexible hours. Group members' feelings also count as relevant information. For example, people may want to tell their supervisor, who is in their group, that his or her behavior is creating problems. But they worry that the supervisor will use their The Conversation Here is an example of a conversa- tion between two group members. It shows the information that one person is not sharing. In quotes, we see the actual conversation. In parentheses, we see Paula's unex- pressed thoughts and feelings. Paula: "How do you think your presentation to the board went last night ?" (I thought it was a disaster. So did everyone I talked with.) Ted: "I think: it went OK, except for some rough spots." Paula: "We've got some im portant reasons for doing this. Do you think board. members will fund the project now? Or do we need to give them more answers ?" (Does he really believe that the pre - sentation went OK ?, Or is he just comments against them. In this instance, sharing all relevant infor- mation means that they articulate their concern. They might say to the supervisor, "We're worried that if we tell you this, you'll use it against us. But we want to be honest with you, so we'll tell you." In that way, they share two pieces of relevant information: a con- cern about retribution and a willing- ness to risk retribution in order to solve a problem. The box called "The Conver- sation" contains a verbal exchange between two people in a work group. It shows the unexpressed thoughts and feelings — relevant information —that one of the co- workers isn't sharing. The conversa- tion is adapted from The Fifth Discipline, by . Peter - Senge, .and the Argyris and Schorr book. The words in quotes represent a conversation between Paula and Ted about their group's presentation to the company's board of directors. The italicized words in parentheses show Paula's unexpressed thoughts and feelings, which are relevant to her and Ted's task. Paula shouldn't necessarily share her thoughts and feelings exactly as they appear. That wouldn't be consistent with many of the ground rules. But she could rephrase her thoughts, using such ground rules as "testing assumptions 46 Training & Development, August 1994 trying to put a good face on it ?) Ted: "I think we're all right. Some board members can really nit- pick. But a few said. afterward that they appreciated the presentation." Paula: "Maybe, but I think we might want to give them more information." (Nitpick? You couldn't answer some basic cost questions, Ted.) Ted: "I think we should just wait and see." Paula: "I'm not sure." (I don't want to wait, while this project dies on the vine. I hope the board doesn't think I'm responsible for your not having the answers. Thy didn't you use the, information I gave you? I've got to get you to understand whatyou've_done.) and inferences" and "be specific; use examples." Focus on interests, not positions. To make decisions to which everyone can commit, a group must find a solution that meets the members' individual interests —their needs, desires, and concerns regarding a problem, issue, or task. Generally, it is people's own interests that lead them to support particular positions or solutions. At the start of problem solving or decision making, each group mem- ber should identify his or her inter- ests. Unfortunately, many groups start by talking about solutions or positions. For example, if a group is trying to decide when to meet, one member may offer a solution right off the bat: "I suggest we meet every other Monday at 7:30 a.m." Another member may respond, "I think we should meet the second day of each month." Such suggestions don't help iden- tify the real needs, desires, and con- cerns. The person who wants to meet every other Monday at 7:30 a.m. may be interested in meeting early so she won't miss calls from important customers. The person who wants to meet the second day of each month may be interested in meeting immediately after he receives a relevant report. Each per- son has taken a position and offered a solution that meets his or her own interests. The problem with focusing on solutions first is that they can be conflicting, even when people's interests .are compatible. People tend to offer are after they've con- sidered their own interests but before they've considered the inter- ests of others. In the example, the two group members rejected each other's solutions because they failed to meet the members' own interests. If they'd been aware of each other's interests, they might have been able to offer a solution that satisfied them both. Sometimes, someone just has to point out that a person's suggestion is really a position, to help keep group members focused on inter- ests —which help shape their criteria for accepting and committing to a solution. For example, a group is planning to buy a car. One member suggests a six - passenger vehicle to hold all of the group members. Another sug- gests a fuel- efficient car. A third emphasizes a good repair record. Another says, "I want to buy a Chevy." Others in the group should identify the latter as a position and then ask, "What interests do you have that lead you to favor that posi- tion?" Once all group members have verbalized their individual interests, they can begin to generate positions and solutions. When someone does offer a solution, he or she should point out how it meets the interests the group has agreed on. That way, the group increases the likelihood of consensus. Be specific; use examples. Specific examples use directly observable behaviors to describe people, places, things, and events. Such examples generate valid information because they enable group members to deter- mine independently whether the data are reliable. For example, if Vera makes a gen- eral statement such as, "I think some of us aren't doing their share of the work," other group members can't determine whether her statement is valid. They can't identify "some of us.1 And they can't observe people not doing their share of the work. Suppose Vera were more specific and said, "Selina and Joe, you didn't complete and distribute your section of the report." The others could determine the validity of the state- ment by directly observing whether Selina and Joe's section of the report had been completed and distributed. Agree on the meanings of important words. This ground rule is an exten- sion of "be specific; use examples." Whether group members agree or disagree, the same word can mean different things to them. For example, one of the ground rules requires that a group make decisions by consensus. To some members, consensus means that a majority agrees. To others, it means unanimous agreement. The first time the group makes a decision that gets majority, but not unanimous, sup THE SAME WORD CAN MEAN DIFFERENT THINGS TO DIFFERENT GROUP MEMBERS because it will give me a better idea of the ways in which flexible work- ing hours might affect employee tar- diness and absenteeism." Explaining the reasons behind your question helps people interpret your behavior correctly and reduces the risk that they'll make incorrect assumptions or inferences. Without an explanation, people might infer that you're con- sidering punitive actions for tardy employees. Disagree openly with group mem- bers. Open disagreement is consis- tent with the core value of valid information. But the composition of a group may make it difficult for some members to disagree. People whose supervisors are also members of their groups may find it difficult to contradict their bosses. Groups also can consist of sub- groups whose members may be reluctant to cross swords. For exam- ple, managers may not want to dis- agree with each other in front of lower -level employees. By observing nonverbal_ avoidance behaviors, it's possible to tell when people are reluctant to disagree. Just remember that such cues are infer- ences that should be tested. Make statements; invite questions and comments. In other words, peo- ple should express their points of view, explain their reasons, and then port, it will learn quickly that mem- ask others to respond and say bers hadn't agreed on the meaning whether they agree or disagree. of consensus. For example, a group member One way to determine whether all might say, "I think department heads group members think a word means should have their own budgets to the same thing is to ask them about make their accountability commensu- the word the first time someone uses rate with their responsibility. But it. For example, someone can say, some of you may not agree. I'd like "You used the word `consensus.' To to hear what each of you thinks, pro me, consensus mearns_.unanirnous or con." agreement. Is that what-= consensus Inviting others to comment means to you ?" When you describe a encourages them to challenge ideas. word's meaning, you should also It also turns discussions from mono - describe what it doesn't mean. logues into dialogues. It may seem Explain the reasons behind state- counterproductive to encourage dis- ments, questions, and actions. This agreement, but group members must rule means that people should tell identify and resolve their disagree - others why they're doing what ments in order to reach a decision to . they're doing —as part of sharing all which all can commit. relevant information and identifying Jointly design ways of testing dis- personal interests. agreements and solutions. Imagine For example, suppose that you that a group is discussing whether want to ask a group how often peo- the organization responds quickly ple are late to work. You might say, enough to customer complaints. "I'm asking for this information Diane believes that customers are Training & Development, August 1994 49 getting timely responses; Kate dis- agrees. In such situations, each per- son tries to convince the other that he or she is wrong. Diane will offer evidence for her own position; Kate will do the same. They're likely to doubt each other's evidence; neither will offer data to weaken her own position. In the end, the "loser" is still likely to believe she is right. Instead, Diane and Kate together could design a way of testing their disagreement. Once they realize that they disagree, they could determine whether they at least concur on the meaning of "timely responses." One of them could suggest that they work together to determine the true situa- tion. Each would have to be willing to accept the possibility that her information might be inaccurate or incomplete. Then they together could develop a method to determine which facts are relevant. They'd have to agree on whom to interview, what questions to ask, what statistical data are rele- vant, and how to collect data. They might decide to speak with several employees and some recent tele- phone customers. They also could review an agreed -upon number of written complaints. They might decide to work together to interview people, so that they both hear the same conversations at the same time. Whatever methods they use, it's critical that both Kate and Diane agree to them. They also should agree to use the data resulting from their methods. Once they collect the information, they should discuss it together and reach a decision about the desired speed of response to cus- tomers: Two important questions people should ask when they're testing dis- agreements jointly are "How could we both be correct ?" and "How could we each see the same problem differently ?" People in groups often are working with different facts. Group members come from various areas in the organization and may be talking about different times, places, and people. Both Diane's and Kate's information could be correct, just incomplete. Some units may be responding to calls from customers in a timely manner, while others aren't. If they can agree to test and resolve their disagreements jointly, group members are more likely to be internally committed to the outcome. Discuss " nondiscussable" issues. Most groups have "nondiscussable" issues that are relevant to their tasks — issues that group members believe they cannot discuss without negative consequences. Such issues may include the poor performance df some group members, distrust befween.sbme members, and the reluctance of some members to dis- agree with their superiors in the group. Such issues —which may be criti- cal for the group to resolve —often raise feelings of mistrust, inadequacy, and defensiveness. Consequently, group members may avoid dis- cussing them. Or, they may talk about them outside the group with people they do trust. As long as cru- cial issues remain taboo in group discussions, the group's performance is likely to suffer. Group members need to open up forbidden topics in order to share valid information and make free, informed choices. One way to broach sensitive subjects is to raise them and acknowledge that they may be considered off - limits. For example, "I realize that what I'm about to say may be considered nondiscussable. But I think we can be more effective if we deal with this issue." Group members also can explore their concerns about certain issues without actually discussing them. Someone can say, "I want to raise an important issue, but I'm concerned about reprisals. I want to talk about that before I decide whether to iden- tify the issue." Once people's fears are allayed, they're usually more willing to talk openly. And once a group talks about one hidden issue, it's likely to find it easier to deal with others. Keep discussions focused. Group members should discuss relevant issues, focus. on the same issues, and fully understand the issues. A group can spend too much time discussing matters that are irrelevant to its task. To refocus, it helps to identify exactly how the group veered off the track. For example, 50 Training & Development, August 1994 "We began the discussion by talking about work loads, and now we're talking about photocopiers. I think we've gotten off the track. Do others agree ?" To get everyone to address the same issue, it helps to identify the various issues that have been raised. For example, "I think we're talking about different things. It sounds as if Maria and Debra are talking about coordinating different schedules, while Nancy and Jamal are talking about the amount of work we can accomplish. Do others agree that we're talking about different things ?" If other people do agree, it's recom- mended to ask which topic would be best to talk about first. It's especially important that everyone focus on the same issue when a group is defining a problem it will tackle. If some members think they're trying to solve different prob- lems, the group isn't likely to accom- plish its task. To stay focused, a group must dis- cuss an issue until all members understand it. That way, they all have the same information on which to base informed choices. If even one person doesn't understand an issue, the group needs to discuss it until it's clear to everyone. Eliminate cheap shots and other dis- tractions. Almost everyone in a group has been the target of a cheap shot at some time. No matter how witty, snide remarks tend to make people feel bad and harm group interaction. In group meetings, people who have been insulted tend to feel angry. They spend time trying to fig- ure out the reasons for the insult and contemplating clever comebacks. In other words, they become distracted from the task at hand. Distracted people can't fully participate in group discussions. And they cannot concentrate on identifying and solv- ing problems. As a result, they may withhold their consent to group deci- sions. People shouldn't engage in any behavior that distracts the group from its task. That includes cheap shots, side conversations, and private jokes. All group members are expected to participate in all phases of the process. That means that each mem- rest of the group when they have no share information with those people. ber's participation is essential for the individual interests that need to be Make decisions by consensus. group to work effectively. considered in solving a particular Consensus is at the heart of the People in groups tend to have dif- problem. ground rules. Everyone should agree ferent job positions in the organiza- Exchange relevant information with with and support the group's deci- tion. Consequently, they're likely to nongroup members. To be effective, sions. If one person can't support the have different experiences and views groups must work well with others decision, the group lacks consensus. toward solving a given problem. whose work affects or is affected by Consensus ensures that each Groups can benefit from members' the group. Groups do this by obtain- member's choice is a free choice to different ideas when people explain ing valid information, deciding what which he or she can commit. why they agree or disagree. information to share with nongroup Decision making by consensus In addition, people should tell the members,- and determining how to equalizes the distribution of power r �., .• <_... x> r srr.yy.n*++�rii ",,►" a., re ..� �,- r -+� -; mde�..t r tee= +r�r �4�r?!i s r+gts..r+3^■�gr°;er4�s�_ _ -, Survival Skills for Group acilitators P By %a n Yu i ll, a consultant with shift ;plans, and evaluate progress outsider, : you ,don `know what the 7 3 Revenue Canada, Box, 70082, :160 '_ Just faciliiate!':Never',imply,that you group; knows" And the group, Elgin Street, Ottawa., Ontario, know more than anyone in the:': knows it:'As an outs ider,you`'canT, ` Canada K2P. 2M3: group. The job of the facilitator is_: speak from the group's perspective; to encourage people to offer their '.. Unless ;you're part of the group, Here ,is a'12-point checklist that. own knowledge. When you think use "we" only when it refers to group "interventionists" can use to it's necessary to make a point,-, pe "ople_ in, general; for example; improve their facilitation skills. quote other experts.: When group "We :all "need feedback." Don't skip the group introductions. members. disagree, stay neutral. It's' Honor members'. ,preferences., Make Always. assume that participants not your job to steer the group to sure that ;all participants have an don't.know each other, even if they your. own way of thinking. Don't adequate opportunity to express' work together daily. At the begin- take sides, even if you have one. themselves.,. You may need to= ning of any event,,:, provide an Atmosphere speaks. 'Set the ;tone remind highly verbal participants to!.­.,, opportunity . for co- workers to with` your attire, lighting, handouts let others speak: And remember, become acquainted and learn . and other materials, audiovisuals, that some people may not want .to ; something new about each other. arrangements of chairs and tables,'' contribute actively. Respect the natural rhythms. Trust refreshments, and so forth. To, achieve consensus, each: . the group to take care of itself. It The session environment can group member needs to feel a may not be well established, but it show participants that you want - sense of ownership; either `by par- .will raise issues when it's ready.' them to relax, be creative, and give ticipating actively or by listening. Look. for subtle messages: glancing their .best. It also shows whether "` and reflecting:'. at watches, closing eyes, engaging you respect them. People may not Encourage enjoyment. Look for. fun, in side conversations, and -so forth.' notice when everything is right. But laughter, and creativity., Those are Such cues can help you pinpoint they will notice. if the environment the by- products of people who like,: issues that need attention. makes them feel uncomfortable. each other and feel comfortable. :Check your assumptions. It's safe to, Make observations. Stating the working together. assume that participants want to be obvious can be a powerful way to Reflect afterwards. Accept that excited and want to do a good job. confront the group or move it you've forgotten to say something Typically, negative people have along. For example, say to inatten -. or that you should have said things learned. to be negative because tive participants, "You seem tired. differently. That's the case in most they've been. discouraged and dis- Is it time to wrap up ?" facilitation, appointed repeatedly. Similarly, Work with conflict constructively. Reflect on and evaluate your. positive attitudes are learned —and When conflicts arise, look for own performance just long enough must be practiced. points of agreement. Steer partici- so you can improve your next ses- Group sessions are likely to pants' energy in positive directions. Sion. But don't beat yourself up include both positive and negative Say, " I agree that we need to fix with regrets. Evaluate with the aim . participants. It's easy to like posi- this problem," or, "Let's use that to make things better. tive people and not as easy to like emotion to make things happen." As the facilitator, you're -there to negative ones, though the latter can Know your place. Avoid using the serve and assist the group with its make important contributions. word "we" to imply that you see agenda. You need to respect the Learn to listen for the true meaning yourself as a member of the group, group's norms, expertise, and stage of the words negative people use. unless you really are a member. As of development. If you interject your Use breaks wisely. Use breaks to the facilitator, you're most likely a own agenda or issues, group mere change topics; collect your guest. The "royal we" tends to bers are likely to disregard your right thoughts,, cool off high emotions, sound condescending. If you're an to influence or guide the group. Training & Development, August 1994 51 within the group. Each member's concerns must be addressed; each member's support is required. Typically, reaching consensus takes more time than voting. It's hard work to reach a decision or solution that everyone supports. But in the long run, decisions made by consen- sus tend to encounter less resistance and take less time to implement — because they have everyone's com- mitment. When a group thinks it is close to reaching consensus, one member should verbalize the decision. Then each member should say whether he or she agrees. That avoids the error of assuming that silence means consent. Keep in mind that voting is incon- sistent with decision making by con- sensus. But a group may take straw polls to see whether it is close to con- sensus and to see which members still have reservations. Of course, some groups —such as governing boards —have bylaws that require decisions to be made by voting. But these groups still can seek consensus before they are required to vote. The issue of consensus should be considered during the entire time a group is working on a problem, not just at the end. Each time the group is ready to move to the next step, it should get consensus. Still, some group decisions may not require consensus. For example, a group may decide where to meet, without gaining consensus. It's important that making such logistical decisions without consensus doesn't influence the substantive decisions that do require consensus. And the group should make sure that some members don't have serious misgiv- ings about the decisions that are not made by consensus. People may be reluctant to use the consensus ground rule because in their experience, groups rarely reach consensus. They also fear cre- ating a tyranny of the minority in which key decisions don't get made. In fact, many groups cant reach con- sensus mainly because they don't use ground rules. So, following other ground rules can make it easier to adhere to the consensus rule and eventually attain consensus. Conduct self- critiques. Groups should systematically learn from their Sixteen Ground Rules for Effective Groups / Test assumptions and infer -.` ences. 1 . Share all relevant information o1. ''Focus'' nt n o ' ,�pOS1t10IIS •° �}}T ' � w i � ':l, �: f ,► ` Be'spe.dtic, 'use examples i .. Agree on the =me "ar"I"', t.,�important'words ' '� .Explain. the reasons 'behind: 4statements,-�Tuestions, and actions :Disagree openly with group members. 0 Make ` statements; invite ' ques -' Lions and comments. 1 Jointly design .ways of testing disagreements and solutions. 0 Discuss nondiscussable issues.. Keep discussions focused 1 Eliminate cheap shots and other distractions. 1 Expect all group members- to participate in all phases 'of the process. 1 Exchange relevant' information with nongroup members:. 0 Make 1 decisions by consensus. I' Conduct self - critiques. successes and mistakes through the use of self - critiques. Before the end of each meeting, the group should ask three questions: What ground rules did we use well? What ground rules do we need to improve? What will we do differently next time? Group members should give spe- cific examples. For instance, Sayid might say, "I think Linda helped the group focus on interests rather than on positions when she asked Ezra what interests led him to oppose flexible working hours. Do others agree ?" A general comment such as, "I think we all could do a better job of staying focused" doesn't help the group identify exactly how it lost its focus. And it assumes that others agree that the group wasn't focused. Giving negative feedback isn't easy. But it is consistent with the ground rules listed above to give criticism and then invite people to disagree. In addition, negative feed- back can be more palatable when people are reminded that the aim is to improve the group's performance. One way to reduce negative feed- 52 Training & Development, August 1994 back and still have an effective meet- ing evaluation is for each group mem- ber to identify the ground rules that he or she has used well or poorly. After people have taken responsibility for assessing their own performance, they may feel more at ease giving and receiving additional feedback. Self - critiques can be uncomfort- able. And when a group is pressed for time, it may have to dispense with them. But the only way a group can improve its performance system- atically is to learn from its own expe- riences. In the short term, conduct- ing self - critiques may make meetings longer. But in the long term, groups that learn from self - critiques are likely to take less time to make deci- sions. They are also likely to increase their effectiveness. Ground rules in action For ground rules to be useful, every- one must understand them, agree on their meanings, and commit to using them. People should agree to use ground rules only after they've con- sidered them carefully. The ground rules just described are appropriate for a wide range of groups, but the list isn't exhaustive. Some groups may need additional ground rules to help them accom- plish their tasks. Once a group has agreed to fol- low ground rules, it must develop ways to ensure their use —such as a poster listing the rules displayed in meeting rooms or a pocket -sized list of the rules for each group member. Group members should agree to refer to the ground rules during meetings while they're trying to use them. For example, people should support such statements as "I want to test out an inference I made from what you said" and "What is your interest behind that position ?" by referring to the corresponding ground rules. Last, groups should critique them- selves at the end of each meeting to help members identify how well they're using the ground rules and which ones they need to work on. Getting people to use ground rules consistently can be difficult. Group members need a lot of meet- ings to develop the appropriate skills. Established groups without explicit ground rules already may have implicit (and possibly ineffec- tive) rules that might conflict with new ones. In such cases, a group may have to identify its existing ground rules and officially agree to replace them. Ultimately, the more open a group is about discussing how it is using ground rules, the sooner it will become more effective. Using explicitly stated ground rules may require some risk taking, espe- cially if there is distrust between some group members. People may have to share information that they fear will be used against them. To reduce the risk, group members — especially supervisors and managers —can agree not to retaliate. In addition, the group can decide that if members believe they've been retaliated against, they can discuss it in the group. Is it OK to use only some of the ground rules? Each of the ground rules supports the others. Removing even one reduces the degree to which a group behaves consistently with the three values: valid information, free and informed choice, and internal commitment. Still, it's probably more effective to use some of the rules than to use none. Groups that want to use a subset of the ground rules should at least include the ones designed to maximize valid information, because that value supports the others. Overall, ground rules help build trust among group members. In turn, such trust helps increase a group's effectiveness. When you consider those two benefits, the risks seem worthwhile. ■ Roger Schwarz is an associate profes- sor of public management and gov- ernment and assistant director at the Institute of Government, Unive;sit), of North Carolina, Chapel Hill, NC 27599-3330. He is author of the book, The Skilled Facilitator: Practical Wisdom for Developing Effective Groups (Jossey- Bass). To purchase reprints of this article, please send your order to ASTD Customer Service, 1640 King Street, Box 1443, Alexandria, VA 2231_"- 2043. Use pi-iority coda BUM. Single photocopies, at $6 each, must be pre- paid. Bulk orders (50 or more) of custom reprints tnay be billed. Phone 70_�168�- 8100fin -price info)- oration. D yZ� •: Diversity Assessment and Consulting Skills -Based Training • Systematic and Integrated Approach, Programs Tailored to You, r Company and Industry - - • Programs�Complement Your :&isting Initiatives • Train - the - Trainer Certification For:informavon_please -call, fax -or- writer' \` \ 30Q Bonita R ad • . DeBa 321713 Circle No. 188 on Reader Service Card HELP WANTED Global company needs visionary Chief Training Officer. Must be Big Picture leader and Bottom Line re- sponsible. Must be business execu- tive first, training manager second. Must have the tools to build a high - performance workplace. Familiarity with computer- mediated learning and performance technology a big plus. Possible six - figure salary for the person who can deliver on all of the above. EOE Prepare yourself. Attend... The 1994 Training Officers' Workshops Sponsored by the American Society for Training and Development and Andersen Consulting October 17 -20 November 1 -4 St. Charles, Illinois Call 703/683 -9218 for more information. Ai ASTD Registration is limited. Priority Code CTJ F" t'HAVIINCAN" Circle No. 223 on Reader Service Card Training c= Development. August 1994 53 STONEY CREEK BASIN PLANNING PROCESS INTRODUCTION: This handout has been prepared for a citizens' meeting to be held at New Hope Elementary .;rtkeld School on January 24 1995 at 7:30 PM. T``:` ;# .:..: ::..: ............................... ::------ Members of the Orange County Board of Commissioners and the Hillsborough Town Board appointed to the Stoney Creek Basin Planning Group will be present to hear comments. BACKGROUND: In October, 1994, the Board of County Commissioners adopted goals and objectives for Fiscal Year 1994 -95. One goal was to continue efforts by Hillsborough and Orange County to cooperatively plan for growth in the central portion of the county. In November, 1994, the Board of Commissioners and the Hillsborough Town Board agreed to prepare a small area plan for the area defined generally by the Stoney Creek drainage basin (see map). This will be the second area that Hillsborough and Orange County have agreed to plan cooperatively; the first was the I -40 /Old NC 86 Economic Development District for which a plan was recently adopted. The Stoney Creek Basin area is quite diverse in terms of land uses and development patterns. To the north, there is a mix of residential, commercial, institutional, and limited industrial land uses. The existence of Town water lines in portions of this area has resulted in residential development at densities of two units per acre in some places. As Hillsborough grows, these areas to the north will be likely areas for annexation. Land uses to the east and south are more rural. A viable farm still operates in the area and residential development occurs on relatively large lots, many of which are larger than two acres. The Stoney Creek Basin's location among three growing urban areas plus the existence of large undeveloped tracts makes it a prime area for future residential development. All indications are that growth will continue in the area. The future of the area can be a continuation of current trends or it can be based on a plan resulting from the collaborative efforts of residents and governmental decision - makers. PLANNING PROCESS: A recommended land use plan and ordinances for its implementation will be developed by a Stoney Creek Basin Planning Group made up of public officials and private citizens with interests in the area. Assistance to the Planning Group will be provided primarily by a graduate planning class of the UNC Department of City and Regional Planning as a class project. The assistance of the students is limited to the Spring Semester, 1995, and they will be assisted by Orange County staff. The students and staff will produce alternative plans for the area including: - Status Quo Plan utilizing a conventional development approach; - Open Space Plans based on design principles as advocated by Randall Arendt and a Rural Character approach containing general open space design principles as advocated by the Rural Character Study Committee; and - Neotraditional Plan (village concept) utilizing principles advocated by Andres Duany. Following the completion of these plans and an analysis of their impacts, the Planning Group's task will be to develop a recommended plan. This effort will begin in May, 1995. MEMBERSHIP OF THE PLANNING GROUP: On December 5, 1994, the County Commissioners approved a charge to establish a Stoney Creek Basin Planning Group. The Planning Group will meet at least once -a -month during the planning period with more frequent meetings possible. The proposed composition of the Planning Group is a modification of the approaches employed by Chapel Hill (Planning Board plus neighborhood representatives) and Carrboro (anyone who wants to be a member) in their current small area planning efforts. One proposal for neighborhood involvement in the planning process is as follows: Elected and Appointed Officials - Board of County Commissioners ..................Stephen Halkiotis and Don Willhoit - Hillsborough Town Board .......................... Evelyn Lloyd and Catherine Martin - Orange County Planning Board .................... Clint Burklin and Cherie Rosemond* - Hillsborough Planning Board ......................Two members* - Economic Development Commission .............One member* - Orange County School Board ......................Keith Cook* - Duke Forest ......................... ..................JudsonEdeburn* - Triangle Land Conservancy ........................Bill Bracey* *Tentative - appointments pending Neighborhoods One member and an alternate from each of the neighborhoods identified on the map. Planning Group members and alternates will receive notices and agenda materials for scheduled meetings. However, alternates will not sit with the Planning Group unless the member for that neighborhood is unable to attend. Neighborhood representatives will play a key role in the planning process in that they will be the primary contact between their neighborhoods and the Planning Group. Their assistance will be required from time -to -time in disseminating materials to their neighborhoods and encouraging attendance at meetings. The above approach to neighborhood membership on the Planning Group is a proposal for discussion at the community meeting on January 24. Other approaches are possible. Comments and suggestions received at that meeting will be considered by the County Commissioners in making Planning Group appointments at their meeting on February 6, 1995. INFORMATION: Contact Gene Bell, Planner III in the Orange County Planning Department at 306 -F Revere Road in Hillsborough for additional information. Mr. Bell can be reached at extension 2589 at the following numbers: 732 -8181 (Hillsborough), 967 -9251 (Chapel Hill), or 688 -7331 (Durham).