We use ground rules in a myriad of places – in our academic syllabi, before we begin a mediation or facilitated conversation, before setting off in a new job and before engaging in an athletic or debate competition. Some wince at the thought of establishing a set of norms at the beginning of an endeavor, but in actuality they serve as a type of protection for which we should be glad.
Creating behavioral norms sets the tone of the activity and provides clear guidelines on how everyone (not just a subordinate) is expected to act. Additionally, it decreases instances of calling people out and other types of incivility. Ultimately, it gives us all a place to feel safe, whether we are expressing our points of view, competing in a sport or beginning a conversation about which we had great anxiety.
Another advantage of ground rules is that it makes clear what the output expectations are so that there is no confusion about what we need to do to achieve a certain grade or a promotion. Rather than wallowing in the grey zone, we know that if we achieve the explicit expectations in the manner in which they are to be done, we will pass the job/class rubric with flying colors.
Some things that might be included in ground rules are:
- How best to communicate and how not to communicate (e.g., you may not want texting to occur)
- Ways to disagree (perhaps you want to discourage reflections on the activity on social media)
- Behaviors to avoid (name calling, insults, raising of voices, etc.)
- Steps for dealing with conflict (address it in the moment or talk about it when the dust has settled)
- Consequences for unacceptable action (actions offender should take and further consequences if not).
- Process for giving and receiving feedback (do you want face-to-face discussion, email, etc.)
Actively engaging the participants in creating the norms is also helpful. We all want to feel comfortable in our environment and have a sense of control over our experiences. Saying to the participants that they may suggest additional norms often helps because their personal investment in the endeavor is increased. Of course this is not always possible (such as in a competitive sport), but when it is possible – as in a class, a facilitated discussion, a departmental undertaking, and the like – it is good to get input from the end-users.
Some additional norms to consider:
- Critique ideas (not the people who express them)
- Be careful about assumptions/generalizations you make based on your own unique experience
- Listen to understand (not to judge and not to prepare your next comment)
- Show respect by always arriving on time and fully engaging in the discussion/work/activity
You might want to make adjustments as you go along – always notifying the participants ahead of time and asking for their input. Sometimes you discover down the road that something should be altered.
Having an inclusive environment is assisted when you establish goals for successful behavior as well as limits on unacceptable behavior. There is a feeling of safety when the expectations are clear – similar to the feeling you have when you know there is a guardrail on the side of a steep road.
If you would like assistance with creating a set of ground rules, please contact the Ombuds Office.
