THE NOMINAL GROUP TECHNIQUES A GUIDE TO END USERS'

THE NOMINAL GROUP TECHNIQUES A GUIDE TO END USERS'

INTRODUCTION

This document and its associated demonstration are designed to teach you
the use of the Nominal Group Technique (NGT) for organizational decision
making and problem solving. In using the NGT, we are not concerned with
routine decisions or decisions in which negotiation or bargaining occurs.
Rather, we are concerned with judgmental decision making where creative
solutions are sought.

The NGT technique will take advantage of pooled judgments. That means that
the judgments of a variety of people with varied talents, knowledge, and
skills will be used together. By doing this, the resulting ideas are likely
to be better than those that might be obtained by other methods.

In this document, we will:
1. Provide a brief overview of NGT.
2. Describe the use of the NGT technique detailing the exact
process at each step.
3. Discuss some of the most commonly asked questions about the NGT
method.
4. Summarize the NGT method so that you will be ready and able to
use it after reading this document and participating in the associated
demonstration.

OVERVIEW

Procedures
1. Generating Ideas: Each individual in the group silently
generates ideas and writes them down.
2. Recording Ideas: Group members engage in a round-robin feedback
session to concisely record each idea.
3. Discussing Ideas: Each recorded idea is then discussed to obtain
clarification and evaluation.
4. Voting on Ideas: Individuals vote privately on the priority of
ideas, and the group decision is made based on these ratings.

Benefits
1. Balances participation across members.
2. Balances influence of individuals.
3. Produces more creative ideas than interacting groups.
4. Produces a greater number of ideas than do traditional
interacting groups.
5. Results in greater satisfaction for participants.
6. Reduces the conforming influence common to most face-to-face
group meetings.
7. Encourages participants to confront issues on a problem-solving
basis rather than on a personal assault basis.
8. Leads to greater sense of closure and accomplishment.

Limitations
1. Requires extended advance preparation, which means that it
cannot be a spontaneous technique.
2. Tends to be limited to a single-purpose, single-topic meeting;
it is difficult to change topics in the middle of the meeting.
3. Needs agreement from all participants to use the same structured
method, which some people might resist.

PREPARATORY TASKS

The Meeting Room
Choose a room large enough to accommodate participants in groups of five to
nine members at individual tables. Space tables far enough apart so noise
from tables does not overlap and prove distracting. It is usually best to
set each table in a U-shape, with a flip chart at the open end of the U.

Supplies
Provide the necessary supplies, which means that for each table you will
need a flip chart, a roll of masking tape, a pack of 3 x 5 index cards
(five cards per person), one large felt-tip pen for marking on flip chart,
and paper and pencil for each participant.

Opening Statement
This statement must clarify member roles and group objectives and should
include a warm welcome, a statement of the importance of the task, mention
of the importance of each member's contribution, and an indication of how
the group's output will be used. The following is a sample opening
statement:

I would like to thank each of you for attending this meeting to identify
ways to deal with ________ [at this point, a statement would be inserted on
whatever the focal problem is]. I welcome you to this meeting and want you
to know that I am very happy to have each of you with us today. Our
objective is an important one. At the conclusion of this meeting, we will
have mapped a potential strategy for dealing with ________ [the focal
problem].

In our meeting, it is important that each of us fully participate. Indeed,
success will depend on our equal and full participation. Each of us is here
as an important group resource. There are no status differences between us
in this particular meeting. Our success depends on every member fully
sharing the insight from his or her own work experience perspective. I
appreciate, therefore, the willingness of every one of you to fully share
your ideas and work intensely during the next 90 minutes we are together.
The ideas which you generate in this meeting will become the basis for
organizational planning for ________ [the focal problem].

CONDUCTING THE SESSION

Step 1: Silent Generation of Ideas in Writing

The first step of the NGT meeting is to have group members write key ideas
silently and independently. This is done to:

Provide: Avoid:
A. adequate time for thinking A. interruptions
and reflection

B. social facilitation from B. an undue focusing on a
seeing others working on small number of ideas
the same task

C. sufficient time for C. competition, status
generation of ideas pressures, and conformity pressures

D. the benefit of remaining D.choosing between ideas
problem-centered prematurely

To accomplish this step, the leader must:
Present the question or problem to the group in written form.
Verbally read the question to the group.
Direct the group to write ideas in brief phrases or statements.
Ask the group to work silently and independently.

The following is an example of how the leader might start

Step 1 of the NGT process:

The following is the organizational issue identified for today's session.
[The leader would then read the problem statement to the group.] I would
like each of you to take five minutes to list your ideas in response to
this question. Describe each idea in a brief phrase or a few words on the
worksheet in front of you. Please work independently of other members.
During this period of independent thinking, I ask that you not talk to
other members, interrupt their thinking, or look at their worksheets. Since
this is an opportunity for each of us to prepare his or her contributions
to the meeting, I would appreciate intense effort during the next five
minutes. At the end of the five minutes, I will call time and suggest how
we proceed to share our ideas. Are there any questions? Let's proceed then
with our individual effort for the next five minutes.

Here are some suggestions for the leader during this first step of the NGT
process:
1. Be a model of good behavior by writing your own ideas in silence.
2. Sanction individuals who disrupt the process.
3. Avoid detailed clarification of the task that would suggest solutions.
4. 4. Be a working participant just as any other member.

Step 2: Round-Robin Recording of Ideas

The second step of NGT is to record the ideas of group members on a flip
chart visible to the entire group. Round-robin recording means going around
the table and asking for one idea from one member at a time. The leader
writes the idea of a group member on the flip chart and then proceeds to
ask for one idea from the next group member, and so on.

Some of the advantages of this approach include:
Equal participation in the presentation of ideas.
An increase in "problem-mindedness."
Depersonalization (the separation of ideas from personalities).
An increase in ability to deal with a large number of ideas.
Tolerance of potentially conflicting ideas.
Encouragement of hitchhiking. (An idea listed on the chart by one
member might cause another member to think of a new idea. When this
occurs, the second member should add the new idea to his or her
personal worksheet to be presented to the group when his or her turn
for presenting an idea arrives.)
Provides a written record and guide.

To accomplish this step, the leader will behave as outlined in the
following statement which should be made by the group leader:

During the last five minutes, each of us has used our worksheets to list
ideas for dealing with today's issues. Now I would like to have each of you
share your ideas with the other members of the group. This is an important
step because our list of ideas will constitute a guide for further
discussion, help us understand the richness of ideas we have to work with,
and stimulate additional ideas. To accomplish this goal as quickly and
efficiently as possible, I am going to go around the table and ask
individuals, one at a time, to give me one idea from their worksheet,
summarized in a brief phrase or a few words. After the entire list is on
the board, we will have the opportunity to discuss, clarify and dispute the
ideas. If someone else in the group lists an idea which you also had on
your worksheet, you need not repeat the idea. If, however, in your judgment
the idea on your worksheet contains a different emphasis or variation, we
would welcome the idea. Variations on a theme are important and will help
us to be creative. [Turning to the first person in the group, the leader
now asks:] Would you please give me one idea from your list?

The following are some suggestions for the leader to follow at this stage:
1. Number and record each idea on the flip chart.
2. Allow a person to "pass" if they have no new ideas (but allow
them to reenter later, if they wish).
3. Record ideas as rapidly as possible.
4. Record ideas in the exact words of the group member.
5. Make the entire list of ideas visible to the entire group.
6. Allow only a listing of ideas, not a discussion or debate.

Step 3: Serial Discussion

The purpose of the third step of the NGT method is to discuss each idea in
turn for the purpose of clarification. Advantages of this step include:
Avoids focusing unduly on any one idea or subset of ideas.
Provides an opportunity for clarification and elimination of
misunderstanding.
Provides an opportunity to present the logic behind an idea or
disagreement.
Allows for recording of differences of opinion without undue
argumentation.

The leader's responsibilities at this stage are shown in the following
example of comments which should be made by the leader:

Now that we have listed our ideas on the flip chart, I want us to take time
to go back and briefly discuss each idea. The purpose of this discussion is
to clarify the meaning of each item on our flip chart. It is also the
opportunity to express our understanding of the logic behind the idea and
the relative importance of the item. We should feel free to express varying
points of view or to disagree. We will, however, want to pace ourselves so
that each of the items on the chart receives the opportunity for some
attention, so I may sometimes ask the group to move on to further items.
Finally, let me point out that the creator of the idea being discussed need
not feel obliged to clarify or explain an item. Any member of the group can
play that role. [Going to the flip chart, the leader points to the first
item and says:] "Are there any questions or comments group members would
like to make about this first item?" [This is then repeated with each
idea.]

Step 4: Preliminary Vote

The purpose of this step is to aggregate the judgments of individual
members to determine the relative importance of individual items. The
procedure for Step 4 is clearly shown in the directions given by the leader
as follows:

Step 4a

We have now completed our discussion of the entire list of ideas, have
clarified the meaning of each idea, and have discussed the areas of
agreement and disagreement. At this time, I would like to have the judgment
of each group member concerning the most important ideas on the list. To
accomplish this step, you should each take five index cards. I would like
you to select the five most important items from our list of items. This
will require careful thought and effort on your part. As you look at the
flip chart sheets and find an item which you feel is very important, please
record the item on an index card.

[At this point, the leader goes to the flip chart and draws an index card.]
Please place the number of the item in the upper left-hand corner of the
card. For example, if you feel Item 13 is very important to you, you would
write 13 in the upper left-hand corner. [At this point, the leader should
write 13 in the upper left-hand corner of the card s/he has drawn on the
flip chart.] Then, write the identifying words or phrase on the card. [At
this point, the leader writes the phrase for Item 13 on the card s/he has
drawn.] Do this for each of the five most important items from our total
list. When you have completed this task, you should have five cards, each
with a separate phrase written on the card and with identifying numbers
using the numbering system from our list of ideas on the flip chart. Do not
rank-order the cards yet. Spend the next few minutes carefully selecting
the five items. We will rank-order the cards together. Are there any
questions?

Step 4b

[After each member of the group has selected five items and written them on
separate cards, the leader says the following]: Please spread out your
cards in front of you so you can see all five at once. Looking at your set
of five cards, decide which one card is the most important. Which card is
more important than the other four cards? [At this point the leader gives
the group time to study their cards.] Please write a number "5" in the
lower right-hand corner of the card. Turn that card over and look at the
remaining four cards. Of the remaining four cards, which is the least
important? Write a number "1" in the lower right-hand corner. Now choose
the most important of the remaining three cards and write the number "4" in
the lower right-hand corner. Now choose the less important of the remaining
two cards and write the number "2" in the lower right-hand corner. Now
write the number "3" in the lower right-hand corner of the remaining card.

Step 4c

The remaining parts of Step 4 are as follows:

1. A. The leader makes a tally sheet on the flip chart with numbers
down the left-hand side of the chart corresponding to the ideas from
the round-robin listing.

2. B. The leader has all of the cards from all participants placed
into one large pile which he or she then shuffles.

3. C. The leader then asks one group member to read the idea number
and number of points from each index card while the leader records the
scores on the tally sheet.

4. D. The leader sums the scores for each of the ideas to identify
those ideas which are most highly rated by the group as a whole. These
constitute the most favored group actions for dealing with the problem
which was the focus of the exercise.

Optional Steps

If desired, two additional steps can be added to the process. Step 5 adds a
brief discussion held after the group sees the ratings of the entire group.
This discussion focuses on those ideas that were most highly rated during
the preliminary vote and again concentrates on clarification of the issues.
After this discussion, the leader proceeds to Step 6, in which a new
(final) vote is taken. The final vote is then tallied to identify the
group's most favored actions.

Brainstorming

Brainstorming is a way of trying to break the dynamics (or
more accurately, the statics) of groups that are conformist
and that have become stuck in a rut of logical, analytical
thinking and cannot make the jump to imaginative, creative
thinking.

Creativity, getting new perspectives on things, cannot be
programmed or commanded: it usually happens only when group
members can step outside their task roles and relax and have
fun. This does not normally happen in work- or task-oriented
situations. So much of what we do is concerned with making
sure that existing processes are operating, and that like
things and ideas are tidily pigeon-holed together; yet so much
creativity is about the relating of things and ideas that were
previously unrelated.

Successful brainstorming sessions rely on two key principles:
1) not making snap judgements; 2) being free enough to
generate lots and lots of ideas. In other words, suspend your
criticism and let the creative juices flow.

Tips on effective brainstorming sessions

1) Amongst the many problems your team may face, chose only
one at a time to focus on when you conduct a brainstorming
session. Be sure to define a specific challenge for which
novel and multiple solutions are possible. Finally, utilise
this process only in situations where the solution or concept
you are seeking genuinely new, as in the case, for example, of
inventing a new product.

2) If your overall project team is large (more than nine
people), form a smaller team to be part of the brainstorming
group. Limit group size to about six people who have roughly
equal status because the presence of superiors and
subordinates may freeze up the free flow of true creativity.

3) Describe the problem in detail to the brainstorming group
several days before a session.

4) On the day, appoint a facilitator to lead the team thus
make sure that the ideas keep coming. An effective facilitator
helps team members 'loosen up' by being enthusiastic,
confident and energetic. Team members need to be encouraged to
build upon each other ideas. Most importantly, everyone should
contribute so that the group can come up with as many ideas as
possible!

5) Remember that someone in the team needs to keep track of
all the suggestions. This role is crucial. Consider using a
whiteboard or large piece of paper to record ideas, and be
sure to write down everything without making an attempt to
edit material as you go along.

8) A solid brainstorming session usually lasts for about
thirty minutes.

9) At the end of the brainstorming session, appoint an
evaluation group of 3-5 people. Remember that an odd number of
discussants avoids tied votes. Those who make up the
evaluation team may be drawn from the same brainstorming group
that came up with the idea. Preferably, however, try to get a
new perspective on ideas by drawing on a fresh group of
people.

10) The first task of the evaluation team is to organize ideas
into workable categories. Consider, for example, if the idea
has to do more with management or with the product (or other
challenge) at hand. Limit the number of categories to about
five so that you are forced to trim and edit. Assign
priorities, based upon the central purpose of the project.
With that, trim until no more than three viable options
remain. Bring these ideas back to the larger group for further
modification or adoption.

One thing to keep in mind is that a number of ideas that come
out of a brainstorming session may appear zany and
impractical. But don't worry as that is the goal! Group
cohesiveness can be built into brainstorming, especially when
extroverts are given free range to show off their sense of
play and desire to out dazzle peers with ideas which are more
and more way out.