The TLT Group


Clothing the Emperor Methodology
III. Guidelines - Evidence, Priorities, Participants
 Identify the kinds of evidence that can be made accessible and useful to participants.  What priorities might modify the influence of evidence on important decisions about this issue?  Who should participate in this discussion?

Evidence & Priorities
  1. What evidence is already available and likely to help make relevant decisions?
  2. What kinds of additional evidence would be likely to help make relevant decisions?
  3. Why are people unlikely to be influenced by apparently relevant evidence? What other factors are likely to influence relevant decisions?
  4. What priorities (institutional, personal, ...) might make some kinds of evidence irrelevant? might influence the impact of evidence?

 

Who cares?  Who should participate?

  1. Who should be involved in considering this issue? 
  2. Because they will be influenced by it? 
  3. Because they are able to influence how it proceeds? 
  4. Other?

Related guidelines, recommendations

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Strategy for setting priorities, getting started, accomplishing something!

- List all issues

- Rate each as one of the following:

1. Quite easy. I believe we will be able to reach agreement about this important issue easily and quickly.
2. Intermediate. Not too easy, not too difficult.
3. Difficult but worth the effort. I believe it will be difficult and time-consuming for us to reach agreement about this important issue, but well worth the effort.
4. Too difficult. It will just be too hard and take too long to reach agreement about this issue. It isn’t worth the trouble.

See sample online survey

- Identify any that receive BOTH "easy" and "hard" ratings;  use these to instigate discussion of "evidence", rules of argument,

- Agree on at least one or two "easy" and one or two "hard" and assign subgroups, deadlines for recommendations [including option of "not worth the trouble - refer to other method/group" 

-  Set a deadline for reconvening, progress reports, and responding to work of sub groups and for reviewing need to continue this process.  [See TLTR workbook for suggestions about how to structure subgroups]

Example:  Developed for Whitman College online workshop

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