Participants participated in a Leaderless Group Discussion

(LGD; Development Dimensions International, 1982) that was

video-taped. This is a simulated managerial exercise in which
all the participants act as managers on a salary committee
negotiating the allocation of a limited sum of bonus money to
their employees. Each participant was assigned the role of a
department head representing a candidate from his or her
own department who had been put forth for a merit bonus
increase. Participants were told that they needed to give a
two-to-three minute presentation about their candidate. They
were given two mixed-motive goals: (1) to obtain as large a
bonus as possible for their candidate and (2) to aid the committee
to make the best use of the available funds and maximize
the benefit to the company as a whole. They were also
instructed that if after reviewing the material they did not
come to agreement within the allotted negotiation time, no
employee would receive a bonus. LGD exercises have been
found to be reliable and valid measures of interpersonal skills
and activity level (Thornton and Byham, 1982: 170176). They
are very engaging and offer a rich setting in which to elicit
and maintain emotional reactions.

TEST FORMAT
Four to six assessees are told they are a member of a management committee that has been convened to
discuss and develop consensus recom- mendations on how to deal with one or more management
problems. Typically, four problems are included, and the group is given 45 minutes to complete its task.
The instructions prohibit the group from selecting anyone to serve as chairperson. Assessees who
possess effective group interaction, problem solving, decision making, and leadership skills are usually
quite apparent. The most effective assessees are those who are able to lead and guide others in a way
that increases group cohesiveness and morale while maintaining the need for high quality, meaningful
solutions.

SOME LGD ISSUES

>>> Group Conflict: Dealing with different points of view
>>> Group Organization: How to proceed in light of time limits
>>> Problem Analysis: Dealing with poor analyses by others
>>> Decision Making: Proceeding logically and guiding others to do so
>>> Participation: Sensitivity to contributions of others
>>> Keeping on Track: How to keep the discussion productive

Leaderless Group Discussions

Leaderless Group Discussions (LGDs) typically entail students working in small

groups of 4-6 people to solve a problem or make a decision. There is often a time
limit on the discussion to force students to move through the exercise quickly and
increase their stress level. The discussion is called leaderless because none of
the participants is given a leadership role in the exercise. There are two main
types of LGDs: assigned roles and non-assigned roles. In the non-assigned roles
LGD, group members work together onthe same problem with the same
information. For example, the group may be tasked with evaluating a Soldier
morale issue and coming up with a recommended solution. In the assigned roles
LGD, each person is asked to play a specific role. Everyone may have the same
background information; however, each participant might also have specific
information relevant to his or her role. For example, the students may be
assigned roles as leaders from different units who have each been instructed to
advocate for a particular candidate to win a coveted award. To be successful,
each person must demonstrate effective interpersonal skills and effectively
influence the others to support his or her candidate.

Adaptability skills conducive to training with LGD:

1 Teamwork including actively participating and helping the team move
toward its goal, backing others up through supporting behaviors, ensuring
everyones perspectives are heard, and helping the group to reach consensus.
2 Leadership although the exercise is called a leaderless group
discussion, all participants are expected to take initiative and participate. As such,
everyone has the opportunity to be a leader and demonstrate leadership
qualities. The exercise can encourage participants to encourage others to
cooperate and coordinate, contributing to a climate that fosters adaptability.
3 Interpersonal skills including using tact and diplomacy to advance ones
perspective, while at the same time listening to and responding to others ideas
and demonstrating an awareness of others and ones own impact on them.
4 Persuasion and influence by assigning roles to students (i.e. holding
opposite points of view) students will have to persuade or influence each other to
accept their point of view.