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Definition:

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GROUP DISCUSSIONS
A Group Discussion is a forum where people sit together; discuss a topic with the common objective of finding a solution for a problem or discussing an issue that is given to them. As in a football game, where you play like a team, passing the ball to each team member and aim for a common goal, GD is also based on team work, incorporating views of different team members to reach a common goal. How do most group discussions work? Normally groups of 8-10 candidates are formed into a leaderless group, and are given a specific situation to analyze and discuss within a given time limit. The group may be given a case study and asked to come out with a solution for a problem. The group may be given a topic and asked to discuss on the same. A panel will observe the proceedings and evaluate the members of the group. A group discussion can be categorically divided into three different phases: 1. Initiation/ Introduction 2. Body of the group discussion 3. Summarization/ Conclusion Initiating Techniques: Initiating a GD is a high profit-high loss strategy. When you initiate a GD, you not only grab the opportunity to speak but also the attention of the moderator and the other participants of GD. If you can make a favorable first impression with your content and communication skills after you initiate a GD, it will help you sell through the discussion. But if you initiate a GD and stammer/ stutter/ quote wrong facts & figures, the damage might be irreparable. If you initiate a GD impeccably but dont speak much after that, it gives the impression that you have started the GD for the sake of starting it or getting those initial points kept for the initiator. When you start a GD, you are responsible for putting it into the right perspective or framework. So initiate only if you have in-depth knowledge about the topic.

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Definition Quotes Surprising & logical statements Facts, figures and statistics

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There are different techniques to initiate a GD and make a good first impression:

Body of the group discussion: The first implication is that you should be noticed by the panel. Merely making a meaningful contribution and helping the group arrive at a consensus is not enough. You have to be seen by the evaluating panel to have made the meaningful contribution. What does that mean in practice? You must ensure that the group listens to you. If the group listens to you, so will the evaluator. That does not mean that you shout at the top of your voice and be noticed for the wrong reasons. You have to be assertive. If you are not a very assertive person, you will have to simply learn to be assertive for those 15 minutes. Remember, assertiveness does not mean being bull-headed or being arrogant. And most importantly, you have to make your chances. Many group discussion participants often complain that they did not get a chance to speak. The fact is that in no group discussion will you get a chance to speak. There is nothing more unacceptable in a GD than keeping one's mouth shut or just murmuring things which are inaudible. Participate in as many mock GDs as possible before you attend the actual GD. There is nothing like practice to help you overcome the fear of talking in a GD. The second important implication is that making just any sort of contribution is not enough. Your contribution has to be meaningful. A meaningful contribution suggests that You have a good knowledge base You are able to put forth your arguments logically and are a good communicator. The quality of what you said is more valuable than the quantity. There is this myth amongst many group discussion participants that the way to succeed in a group discussion is by speaking loudly and at great length. One could not be more wrong. You must have meat in your arguments. Always enter the room with a piece of paper and a pen. In the first two minutes jot down as many ideas as you can. Conclusion or Wrapping Up A session can be ended in many different ways. It is always a good idea to highlight the positive aspects of the discussions and exercises, and to personally thank the participants for their involvement. If you enjoyed the discussion, you should say so! If the discussion was a part of an ongoing series of some kind (as in a class), you might want to make assignments, that build on what transpired. For example, if some interesting differences
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of opinion arose, you might ask participants to write a position paper of their own. Even a larger research project could be developed. If the goals for the discussions/exercises are for the participants to learn more about themselves and to grow, you might ask them to keep a personal diary in which they keep their thoughts, reactions and questions to the discussions. These could be kept by the participant, or also shared privately with the facilitator in order to have some feedback. Learning how to facilitate is both an art and science. Don't be too hard on yourself if it feels "rough" at first! Although this article contains some ideas, the best resource will be your own intuition. You can improve your skills at facilitation every day, simply by observing the circumstances in which people feel free to express their ideas. If you know someone who is particularly skillful at involving people in discussion, you might observe them to get some ideas. If you want to reinforce the communication techniques themselves, you might ask the participants to reflect aloud or in writing to the following kinds of questions: What went well in the discussion? How do you know? What was difficult in the discussion, and why? How were disagreements or conflicts handled? Did everyone get a chance to participate? If not, were they invited to participate? Did you notice the difference between when you differed with someone's opinion on an intellectual basis, and when you felt an emotional reaction to someone's statement? Can you explain why one reaction and not the other? TIPS FOR LEADING DISCUSSIONS There are some simple procedures that can help you to foster equal and open sharing in group discussions, whether with fellow teachers or with your students. The ones below are not intended to be prescriptive, but to encourage you to explore and experiment with communication techniques. It is fairly easy to tell if the discussion is going well by the participation levels among the members, and by the creative quality of the comments. So have fun! Establishing the Tone There are two predictable times when how a group is handled will be fundamental for affecting the quality and tone of the discussion. The first such time is at the very start of the discussion. The most important thing is to establish that everyone has a right to speak, and that they are, in fact, expected to contribute. This will only work, of course, if group members feel that they can trust one another, and that their ideas will be welcomed. Here are some hints for how to start. If possible, have people sit in a circle, or at least facing one another. If you are in a setting where this is not possible (for example, a classroom where the seats are bolted to the floor), then the facilitator of the discussion can lend an inclusive element by walking among the members when he or she is speaking.

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If group members do not know each other, then 'introduction' exercises might be used. Members of the group can introduce themselves, or members can be asked to interview another person and then 'present' them to the group. Introductions can be more fun if people are asked to share such things as their favorite hobby, the animal they consider themselves most like, and so on. The facilitator can de-emphasize his or her own role and emphasizing that of the group members by beginning the discussion with open-ended questions. As participants offer their views, the facilitator can encourage group members to respond to each other (and not to the facilitator) by asking questions like: "What does everyone else think?" or "Is there anyone else who agrees?" "Anyone else who disagrees?" -- These kinds of questions will encourage members of the group to speak with each other, and also reinforce the idea that it is alright if people disagree with one another. Sometimes it is a good idea to establish 'ground rules' for discussion. This can be especially important when the group members are children. If the students are old enough, they can even help you establish the ground rules. You could ask them to think about what should be the rules for discussion so that everyone is encouraged to speak. Here are some ideas for some rules: 1. 2. 3. 4. 5. 6. Everyone should listen respectfully to the other (even if they disagree). The person who is speaking should not be interrupted. No more than one person should speak at the same time. No one's ideas should be made fun of. If you disagree with someone, disagree with their ideas, but don't attack the person. Try to understand the others, as much as you hope they try to understand you.

Facilitating Discussion The facilitator can use different kinds of forums for discussion, depending upon the number of group members, and the degree to which it is important that every single person participate. This will depend on the setting. For example, in some general classroom discussion, the facilitator could simply invite discussion, and call on those individuals who want to volunteer their opinion. However, if the group is particularly shy, or if the facilitator wants to make sure that every person is actively engaged in the exercise, then discussions can be more structured. Here is how the discussions can be structured: The facilitator can simply go around the circle (or down the rows) and ask everyone to give their comment. This technique is very inclusive, but it can take a long time or get a little boring. Group members can break into pairs for discussion. In a debate format, their opposing 'positions' can be assigned. (If you do this, it is interesting to assign positions that are unlike their personal ones.) Also in pairs, the facilitator can ask each of the group members to 'interview' each other; they could then later present their partners' comments to the rest of the group. Using pairs is particularly nice when members of the group do not know each other, since this provides an easy and personal way to become acquainted with at least one person. You can also ask people to work in a sequence of
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pairs (for example, first the person seated to their left, and then the person seated to their right). The large group can be broken into small groups of up to six or eight people; for children, these numbers normally do not exceed four. The discussion can then take place on a voluntary basis or, depending upon the task, everyone can be required to do some activity. In order to create some structure for students, teachers often assign roles, such as 'recorder' (writing down what takes place), the 'organizer' (who makes sure that the group stays on task), the 'materials person' (if materials are involved in the exercise), or special roles associated with the exercise. Please note that it is ideal that such groups "report back" to the larger group, either orally, on a large sheet of paper, or both. This way, you bring the discussion back to the whole group. The small group format works is usually ideal for 'hands-on' exercises, rather than simple discussions or sharing of ideas. As the facilitator, you may have to make some quick decisions about how to organize the discussion. On the basis of how well communication is going, you might leave everyone in the large group, or you might let people remain in their small groups. There are rarely set rules in this respect. How to be good at group discussion: Companies use the GD process to assess a candidate's personality traits. Here are some of the most important personality traits that a candidate should possess to do well at a GD: 1. Team Player Companies lay great emphasis on this parameter because it is essential for engineers and managers to be team players. 2. Reasoning Ability Reasoning ability plays an important role while expressing your opinions or ideas at a GD. For example, an opinion like 'Reduction in IITs' fees will affect quality' can be better stated by demonstrating your reasoning ability and completing the missing links between fees and quality as: 'Reduction in IITs' fees will result in less funds being invested on study material, student exchange programmes, research, student development activities, etc. 'Moreover, it costs money to attract good faculty, create good infrastructure and upgrade technology.

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'With reduction in fees, less money will be available to perform these, activities which will lead to deterioration in the quality of IITs.' 3. Leadership There are three types of situations that can arise in a GD: 1. A GD where participants are unable to establish a proper rapport and do not speak much. 2. A GD where participants get emotionally charged and the discussion gets chaotic. 3. A GD where participants discuss the topic assertively by touching on all its nuances and try to reach the objective. Here, a leader would be someone who facilitates the third situation at a GD. A leader would have the following qualities: S/he shows direction to the group whenever group moves away from the topic. S/he coordinates the effort of the different team members in the GD. S/he contributes to the GD at regular intervals with valuable insights. S/he also inspires and motivates team members to express their views. Caution: Being a mere coordinator in a GD does not help, because it is a secondary role. Contribute to the GD with your ideas and opinions, but also try and steer the conversation towards a goal. 4. Flexibility You must be open to other ideas as well as to the evaluation of your ideas: That is what flexibility is all about. But first, remember: Never ever start your GD with a stand or a conclusion. Say the topic of a GD is, 'Should India go to war with Pakistan?' Some participants tend to get emotionally attached to the topic and take a stand either in favour or against the topic, i.e. 'Yes, India should', or, 'No, India should not'. By taking a stand, you have already given your decision without discussing the topic at hand or listening to the views of your team members. Also, if you encounter an opposition with a very strong point at the 11th hour, you end up in a typical catch-22 situation: If you change your stand, you are seen as a fickle-minded or a whimsical person. If you do not change your stand, you are seen as an inflexible, stubborn and obstinate person.
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5. Assertiveness

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You must put forth your point to the group in a very emphatic, positive and confident manner. Participants often confuse assertiveness with aggressiveness. Aggressiveness is all about forcing your point on the other person, and can be a threat to the group. An aggressive person can also demonstrate negative body language, whereas an assertive person displays positive body language. 6. Initiative A general trend amongst students is to start a GD and get the initial kitty of points earmarked for the initiator. But that is a high risk-high return strategy. Initiate a GD only if you are well versed with the topic. If you start and fail to contribute at regular intervals, it gives the impression that you started the GD just for the sake of the initial points. Also, if you fumble, stammer or misquote facts, it may work against you. Remember: You never ever get a second chance to create a first impression. 7. Creativity/ Out of the box thinking An idea or a perspective which opens new horizons for discussion on the GD topic is always highly appreciated. When you put across a new idea convincingly, such that it is discussed at length by the group, it can only be positive. You will find yourself in the good books of the examiner. 8. Inspiring ability A good group discussion should incorporate views of all the team members. If some team members want to express their ideas but are not getting the opportunity to do so, giving them an opportunity to express their ideas or opinions will be seen as a positive trait. Caution: If a participant is not willing to speak, you need not necessarily go out of the way to ask him to express his views. This may insult him and hamper the flow of the GD.

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9. Listening

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Always try and strike a proper balance between expressing your ideas and imbibing ideas. 10. Awareness You must be well versed with both the micro and macro environment. Your awareness about your environment helps a lot in your GD content, which carries maximum weightage. Caution: The content or awareness generally constitutes 40 to 50 percent marks of your GD. Apart from these qualities, communication skills, confidence and the ability to think on one's feet are also very important. OBJECTIVES: 1. When you jot down points, keep these pointers in mind. if it is a topic where you are expected to take a stand, say for example, "Should India sign the Comprehensive Test Ban Treaty?" note down points for both sides of the argument. It will be useful on two counts One, if you do not start the GD and are not amongst the first five speakers and find that everyone in the group is talking for the topic, then it makes sense to take the alternate approach and oppose the topic even if you initially intended to talk for the topic. 2. Second, it helps to have knowledge of how group members who take a stand diametrically opposite to yours will put forth their argument and to be prepared with counter arguments. Everybody else will state the obvious. So highlight some points that are not obvious. The different perspective that you bring to the group will be highly appreciated by the panel. Some pointers on being relevant while having a different perspective are: Be careful that the "something different" you state is still relevant to the topic being debated. Can you take the group ahead if it is stuck at one point? Can you take it in a fresh and more relevant direction? 3. The last implication is that you must be clearly seen to be attempting to build a consensus. Gaining support or influencing colleagues is the mantra adopted by many a successful Business Leaders. Nobody expects a group of ten intelligent, assertive people, all with different points of view on a controversial subject to actually achieve a consensus. But what matters is "Did you make attempts to build a consensus?" The reason why an attempt to build a consensus is important is because in most work situations you will have to work with people in a team, accept joint responsibilities and take decisions as a group.
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Your job during the heart of the discussion will be to maintain the flow, to keep the atmosphere respectful and pleasant, to keep the group "on task", and to handle conflicts that may arise. It is important that when conflicts arise, feelings as well as ideas are addressed. Try to involve the group in the mediation of such tensions, if possible. If the conflict is too intense and personal, then handle this privately outside the group setting. Much more can be said about conflict resolution as a skill, but there is not enough space here. The facilitator should affirm the participation of group members. This can happen by complementing individuals or groups for their effort or creativity, directly encouraging some of the shier group members to express their ideas (although they should not be coerced to do so), and building on the ideas that are expressed. This encouragement can be expressed through words, facial expressions and body language. It is also important to "listen" to the members of the group in the same way. Things to be done: Understand the topic well. Gather your thought before G.D. Take an initiative. Take a lead in selecting a topic. Coordination with others. Speak sensible, original, logical & informative. Be a good listener. Be assertive. Be audible enough. Take care of body language & sitting posture. Give a logical conclusion. Appreciate others for their stands. Use proper examples. Take G.D in a desired direction.

Things not to be done: Asking to change the topic. Making laugh of others. Raising finger on others. Showing aggression & persuasion. Reiteration of ideas. Casual or negative attitude. Shouting on others. Side talking. Sitting cross leg or laidback. Looking at observers during G.D.

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Some Commonly asked topics:

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FDI in Retail Consistency is the last refuge of the unimaginative Women are better managers Nuclear power is a safe source of energy Hard work or smart work. Which is important? Wisdom does not come with age Indian universities vs foreign universities European debt crisis Social media censorship. Right or wrong? Role of ethics in tobacco and liquor industry Life imprisonment alternative to capital punishment When all you have is a hammer everything looks like a nail Global Warming: How to control it Role of UN in peacekeeping. Arrange marriages Vs love marriages Are woman better managers Right or left Is Delhi the crime capital of India Position of Women in India compared to other nations Is China better than India in IT BPOs in INDIA Govt. contribution to IT Extra marital affairs: good or bad Is china a threat to Indian industry Should govt. legalize homo sexualism in India "Balance b/w Professionalism & family" Effect of cinema on Youth Should mobile phones be allowed inside the college campus Education in India compared to Foreign nations Is it necessary to ban COCOCOLA in India. "Environment - Whos Responsibility?" Ragging is it good or bad! CHAKDE- An inspiration to sports Present state of Indian Cricket team. Live in relationships: good or bad Is peace and non-violence (Gandhi-Giri) outdated concepts? Dialogue on RAMSETU bridge: Justified or not India in 20-20 world cup Are studies more beneficial in India or in abroad? Staying in metro city boon or curse? Should Child labor be banned in India Nuclear deal with USA: Justified or not

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