Meeting Management: The Art of Making Meetings Workaems.edu.sd/wp-content/uploads/2019/03/ادارة-الاجتماعات-فن... · Meeting Management - The Art of Making Meetings

Meeting Management - The Art of Making Meetings Work Fax: +44 - 161 - 225 2020 Student Workbook Email: [email protected] Website: www.opencourse.co.uk

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Meeting Management

The Art of Making Meetings Work Student Workbook


Table of Contents The Basic Ideas for Increasing Your Learning Power.................................................................................... 1 Session One: Learning Objectives .................................................................................................................. 2 Session Two: The Basics for Effective Meetings ........................................................................................... 3 Session Three: The Best and the Worst of Meetings ...................................................................................... 5 Session Four: Holding Meetings..................................................................................................................... 7 Session Five: What Makes an Effective Meeting? ......................................................................................... 8 Session Six: Preparing For Meetings.............................................................................................................. 9 Session Seven: Agendas ............................................................................................................................... 11 Session Eight: Setting the Place.................................................................................................................... 12 Session Nine: Meeting Preparation............................................................................................................... 14 Session Ten: Leading a Meeting................................................................................................................... 15 Session Ten: Leading a Meeting................................................................................................................... 16 Session Eleven: Your Role as Group Leader................................................................................................ 19 Session Twelve: Process and Content .......................................................................................................... 22 Session Thirteen: Icebreaker......................................................................................................................... 23 Session Fourteen: What is a Facilitator? Why Have One? ........................................................................... 24 Session Fifteen: Key Behaviours for a Facilitator ........................................................................................ 25 Session Sixteen: How to Control a Meeting ................................................................................................. 27 Personal Action Plan..................................................................................................................................... 28 Suggested Reading List ................................................................................................................................ 29



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The Basic Ideas for Increasing Your Learning Power

• Learning is a process. This means that the workshop or program you are about to attend is not an isolated event. The meaning or usefulness will come from how you connect the program to events in your own life and workplace.

• Learning is a very personal and individual process. Each person has a way of learning (a

“learning style”) that is unique even though there are four basic styles. Having a style means you may have to “work” harder during some parts of the program than others. Activities that frustrate you may in fact be your greatest opportunities for learning. They may require you to use new learning skills.

• You are much more likely to learn if you have a learning goal. Your goal may change as you

get involved in the program or as you get more information about the topics or yourself. But your goal will give initial direction and purpose to your activities. It will create the energy you need to get involved and try new learning activities.

• Other people can help you learn and you can help them. Research shows many people learn

more from their peers/other participants than from the staff or experts. Work on the assumption that everyone else in the program knows at least one thing you don’t. See if you can be smart enough to learn it from them. You’ll also find others more willing to learn from you if you show you are willing to learn from them.

• Use your current learning strengths to develop new ones. If you make a lot of decisions (Active

Experimentation) but don’t listen too well (Reflective Observation), you can decide to listen. If you get involved with people at lot (Concrete Experience) but don’t analyze things very much (Abstract Conceptualization), get involved with people who do a lot of analyzing.

The last point is to review your learning daily. At the end of each day in the program, examine what you are learning and how you are learning it. Set learning goals and make plans for the next day. Note what people, exercises, books or other resources were useful to you. This information will suggest things you can do after the program to continue your learning.



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Session One: Learning Objectives

The Basics for Effective Meetings Meetings come in all shapes and sizes, from the convention to a quick huddle in an office hallway. This program will be concerned with small working meetings--with groups that have a job to do requiring the energy, commitment, and talents of those who participate. Members of such a group want to get some kind of result out of their time together; solving problems, setting goals or priorities, or simply defining with each other some mutual needs and fears and hopes. At its best, such a group knows what it is about, and knows and utilizes the strengths of individual members. Workshop Learning Objectives At the conclusion of this workshop, participants will:

• Understand the value of meetings as a management tool • Recognize the critical planning steps that makes meeting time more effective • Identify the steps to take to create an open and safe forum for discussion • Develop and practice techniques for handling counterproductive behaviour

What will success look like for you? ________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________



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Session Two: The Basics for Effective Meetings The working meeting rarely consists of more than 8 to 10 people. Unfortunately, in the name of "participative" management or in line with a tradition of "touching base with everyone," some groups that are supposed to be working groups grow to assemblies of 20, 30, or even 40 people. But though they're billed as "working" meetings, their size alone makes them barely able to function at all. The small working meeting is found everywhere in organizations. It has these characteristics:

• It has a group of people, three or more; • It has a purpose; • It has a function to perform that will contribute to the mission of the organization.

Such meetings are found in all kinds of organizations--large, small, professional, volunteer, for-profit, and not-for-profit. The concepts and approaches are valid in all these settings. Types of Meetings Not all meetings have the same purpose. Different types have different purposes and are valued differently.

• Information meetings • Problem-solving meetings • Brainstorming meetings

What is the purpose and value of each? How can each type of meeting get side-tracked? __________________________________________________________________________________________________________________________________________________________________________________________________________________ In deciding on whether or not a meeting should be held, objectives must be considered. However, the objectives are usually not clarified at the time when the decision has been made to hold a meeting. Therefore, the leader must determine the exact objectives to be accomplished. Information Meetings If, for example, an information-giving meeting is planned, the objectives to be accomplished might be one or more of the following:

• Participants will understand the new vacation policy • Participants will understand the status of a project • Participants will understand a change in methods including: • Reasons for the change • The new method



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You will notice that all of these objectives are oriented to participants instead of the leader. These objectives are clearer and better than if the objectives had been stated as follows:

• To describe the new vacation policy • To give a status report on the project • To discuss a methods change

Problem-Solving Meetings If the purpose of the meeting is to solve a problem, the objectives could be stated:

• How can scrap be reduced from 5% to 3% by December 1? • How can overtime be reduced to 3% of total direct costs by July 1? • How can turnover be reduced by 30% by September 1?

All of these objectives are stated in specific terms so that the problem is clear. The meeting would not be productive until the specific objective has been met. In these cases, a decision must be reached in the meeting on specifically what to do. Brainstorming Meetings If the purpose of the meeting is to brainstorm a subject, possible objectives could be:

• What are all the possible ways to reduce tardiness? • What are all the possible ways to reduce costs? • What are all the possible ways to recruit new employees?

In summary, objectives must be determined in advance and must be clear to the leader. These objectives should be stated in terms of what should be accomplished, not what should be done. Other Options What are the options, other than a meeting? ________________________________________________________________________________________________________________________________________________________________________________________________________________________ Meetings are not, of course, inevitable; they are the result of a management or leadership choice. Perhaps the issues central to a meeting could have been handled without a “getting together”. The recognition of this choice is one of the keys to improving the quality of meeting life. Once the choice to meet is made, however, the operating meeting by definition requires the involvement and commitment of members. People who sit through an entire meeting without becoming involved might just as well have not come to it at all. Members must understand the group’s needs, resources and tasks so they can act quickly and effectively and, in the process, feel good about themselves.



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Every meeting is a microcosm, a condensed version of the value and style of the organization. When the meeting leader is also boss, the relationships in the meeting will be those that the boss permits or encourages, the tone and style like his/her own everyday style, and the sense of organization like theirs, too. Regardless of the pledges, promises, pep talks, and slogans he/she hears, every member of the meeting can “read” the boss’s behaviour and will act accordingly. More than anything else, the boss is a model people emulate, at least in the boss’s presence. If the meeting leader is not the boss, he/she tends to use the prevailing norms and attitudes of officials in the organization. Because of this tendency, a pattern develops in meetings throughout the organization from those at the highest executive echelon to those at the lowest line level of supervision. In working toward a change for the better, then, meetings defy separate treatment because they are all influenced by the organization’s basic values and style. Characteristics of Effective Meetings Effective Ineffective

Session Three: The Best and the Worst of Meetings What are the characteristics of well-run meetings?



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What are the characteristics of poorly-run meetings?



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Session Four: Holding Meetings When to Hold a Meeting

• You want information or advice from your group. • You want to involve your group in solving a problem or making a decision. • There is an issue that needs to be clarified. • You have concerns that you want to share with your group. • There is a problem that involves people from different groups. • There is a problem to resolve or a decision to be made and it's not clear what the problem is or

who is responsible for dealing with it. When Not to Hold a Meeting

• There is inadequate data or poor preparation. • Something could be communicated better by telephone, memo, or in a one-to-one discussion. • The subject is trivial. • The decision-maker has his or her mind made up. • The subject matter is so confidential or secret that it can't be shared with some group members. • Personnel issues like hiring, firing, and negotiating salaries need to be dealt with. • There is too much anger and hostility in the group and people need time to cool down.



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Session Five: What Makes an Effective Meeting? We measure the success of a meeting by the following characteristics:

• Objective. Objectives are clear, concise and have agreement. • Agenda. A clear process, content, time agenda is prepared. • Meeting Type. The type of meeting is clear to all participants. • Use of Time. The meeting is a good use of people's time. • Clear Roles. People know what's expected of them. • Preparation. Participants and leader are well prepared. • Room Set-Up. The room and seating arrangements support the meeting purpose. • Decision-Making Power. Decision-making procedures are determined ahead of time. • Unbiased Leader. The meeting leader is perceived as neutral. • Total Involvement. The meeting leader involves and fully utilizes all participants. • Real Issues. The real issues are on the table and are being honestly dealt with. Most hidden

agendas are legitimized and brought into the open. • Process Tools. The leader has a variety of process tools to help the group achieve its goals. • Follow-up. Accountability and action items are clearly established for meeting decisions. • Evaluation. A post-meeting evaluation by participants indicates the meeting was productive and

a good use of their time. Is there anything you would add to this list? __________________________________ ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________



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Session Six: Preparing For Meetings Much of the success of a meeting depends on the preparation of the leader. Good planning includes:

• Timing your meeting • Deciding who should attend • Agenda • The place • Physical arrangements • Notice to participants

Timing Your Meeting The selection of the meeting time is very important. Is the leader available, and is there enough time to prepare thoroughly. Almost as important is the availability of the participants and their preference for a particular time. If the participants have a negative attitude toward the time, it becomes more difficult for the leader to accomplish the objectives. The best way to select the right time is to ask participants for their preference. In one company, employees encouraged their boss to conduct regular staff meetings every two weeks. The boss agreed and asked for times. Tuesday at 9:00 a.m. was selected as the best time. The selection of meeting time should include both the starting and concluding time. If the length of the meeting can be predicted and controlled (such as an instructional meeting) the ending time should be determined and announced to the participants. If the length of the meeting is unpredictable (such as a problem-solving session), participants still want to know the approximate time they should schedule for the meeting. Here are some other tips:

• Schedule meetings intelligently (not at the end of the day, weekends, or holidays). • People are fresher in the morning. • Check conflicts with other meetings.

There are two basic criteria for deciding who should be at the meeting:

• Those who can benefit enough for the meeting to be worth their time, • Those who can contribute enough to justify their time.

Both of these criteria require subjective judgment on the part of the leader. Perhaps a particular person could benefit by getting information. However, the leader might also determine that the information could be given personally after the meeting and thereby save the person some time. Likewise, the leader may feel that a person could contribute an idea or two by attending, but these ideas could be given before the meeting and eliminate the need for that person being there. There is a third criterion that should also be considered: Who wants to be at the meeting?



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Some people want to be there to satisfy their egos. Others want first-hand knowledge of what happens in the meeting. If a particular individual is not invited, he/she may develop a negative attitude. The leader must decide whether or not to invite people to the meeting just because they want to be there, as a politically expedient gesture. Leaders should know what departments and jobs participants represent, and their knowledge of subjects to be discussed. It would be worthwhile to know their interest in the subject as well as their need to know. If the objective of the meeting is instruction, the instructor should know attitudes, problems and previous training. Should part of the meeting not concern some participants, those people may not need to attend all of the meeting. If they are only needed for one item on the agenda, perhaps it can be the first item or else the person can be on a “standby” basis and can be called when needed.



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Session Seven: Agendas Some leaders confuse "agenda" with "objectives." Objectives are things to be accomplished. The agenda is the order in which subjects will be covered.

• If you’re a leader – provide it! • If you’re a participant – ask for it!

Use the agenda to:

• Limit length of meeting (no waste of time) • Confine discussion to the topics on the agenda

Outline your program based on the agenda.

• Be specific on your key points • Develop a style that best suits you –humorous, droll, serious, etc. • Don’t be ashamed to read from notes: it means you cared enough to prepare. • Have reminders of key points handy.

In preparing for the meeting, the leader must consider the objectives and prepare the agenda. A meeting may include an item of information to be communicated to participants, it may also include “information-getting” in which the leader wants to learn the status of a project. It may even include a problem-solving objective. A typical staff meeting might include the following agenda:

• Introduction of Ann Smith, a new staff member • Update on “student days” • Status report on “diploma program” for the new training • New reporting procedure on absences • Quality Assurance report • The next meeting



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Session Eight: Setting the Place Many leaders pick the most convenient place to hold a meeting, or leave it up to someone else to decide the location. Frequently, this is a bad choice, since location can affect attitudes of participants. Leaders have more difficulty accomplishing objectives if participants have such negative attitudes as: “it’s too crowded,” “It’s too noisy,” “It’s too hot,” or “the chairs are too hard.” Several factors should be considered in selecting the right place:

• Availability of the room at the time of the meeting. • Large enough to comfortably accommodate the participants and any aids they require. • Appropriate furniture including tables and chairs. The longer the meeting, the greater the need

for comfortable chairs. • Adequate lighting and ventilation. • Free from interruptions and distractions, including noise and telephones. • Convenience for participants. • Cost.

Sometimes several of these criteria are in conflict with each other. It may be convenient for participants and also free of charge to hold a meeting on company premises. However, the facilities may be too small or too close to offices and so lead to distractions (mental and physical) as well as interruptions. In preparing physical arrangements, the leader must consider objectives as well as the number of participants who will attend. If it is an information-giving meeting with many people, then theatre style may be the best physical arrangement. If, on the other hand, there are five participants in a problem-solving meeting, the best room set-up is to have people sit around a table so they can all see and hear each other. If the meeting is for training and instruction purposes, several effective approaches are possible. In fact, the physical arrangements may vary for different meetings in a training program in order to best accomplish the specific objectives of that meeting. Physical arrangements should include:

• Table and chairs and the proper set-up to accomplish the meeting objectives. • Water available for the participants. • A flip chart, whiteboard, or overhead projector should be considered standard equipment for

meetings. Be sure that audio-visual aids can be seen by all, and are ready and in good working order.

• Have power point connections if requested. • Schedule breaks if the length of the meeting warrants. If meetings last more than an hour and a

half, a break with refreshments should be scheduled. These breaks can have a valuable effect on the attitudes of participants and the effectiveness of the meeting.

• People need advance notice so they can plan to be there, prepared to take part in the meeting. Advanced notice creates a positive attitude on the part of the participants.



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Some of the main items to be included in an advance notice to participants:

• Time (starting and ending) • Place • Objectives of the meeting • Preparation to be done by participants • Names of other participants

It can make a difference to give participants a quick call or an e-mail prior to the meeting as a final reminder.



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Session Nine: Meeting Preparation Preparation and participation are the two pillars of a successful meeting. Don’t kick yourself afterwards for what you forgot. Here are some questions that will help you plan your meetings:

• Why have a meeting? • What are my objectives? • What is the desired outcome of the meeting? • What type of meeting do I want to have? • Who should attend? • What kind of involvement and participation do I want? • Where are we going to meet? What should the room arrangements be? • What roles and responsibilities should individuals have during the meeting? • Who will have the authority to make decisions? • What methods of discussing, planning, problem-solving, and decision-making will we use? • How much time should I allow? • Do I need a published agenda? • Will there be presentation? • Will there be some kind of record? • How are we going to determine tasks, deadlines, and responsibilities?



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Session Ten: Leading a Meeting Whether you’re in business or industry, a government department or a service organization, you will find common elements to running a meeting. Once the preparing and planning for a meeting has been done, the leader has two functions:

• The task function: To get the problem solved; • The group relations function: To help keep a group of diverse individuals working as a team

Failure of Leadership Meetings fail for only two reasons:

• Failure of the leader • Failure of the attendees

Both reasons are the fault of the leader. Other Notes



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Session Ten: Leading a Meeting Initiating There are many critical points during a meeting when the leader's action can make or break the success of the meeting. One of these points comes at the beginning. In most situations, it is preferable to begin the meeting with a clear-cut definition of the problem. A group of people called together to discuss a problem needs to be oriented very soon to the subject matter of the meeting. What is the best way to do this? Information or Opinion-Seeking After the problem has been clearly defined and feelings about the problem clarified, your group may expect you, as the leader, to provide your solution to the problem. However, at this point it is much more useful for you as leader to solicit more information and ideas from others. It is unlikely that you will have all the information necessary for a sound decision. Even if you feel that you can make one, a premature decision may stifle the group’s feeling of participation. This will undoubtedly lead to a lack of commitment in the implementation stage. What skills must you use here? Can you give some examples? Information or Opinion-Giving When the group asks for more information or the leader's opinion, you should give it to them. However, in doing this, you should stick to the objective facts as you see them, and avoid taking sides. What would you do to make sure your present facts objectively?



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Clarifying As the meeting progresses, the leader must continually monitor the flow of information to ensure understanding. In exploring possible causes of the problem, a lot of ideas will surface. In such a situation, the tendency is for the group to prescribe a cure before the real cause is actually determined. This is a good time for the leader to step in and review the alternatives, so that the group can begin to see more clearly the issues before them. What are some efficient and helpful ways to clarify what has just been said? Summarizing Hidden agendas can block the progress of any problem-solving meeting. An effective leader will work to uncover these roadblocks and get them out in the open. Once they are in the open, the leader should take steps to remove the roadblocks and move the group toward the desired objectives. This can be done by summarizing what has happened so far, sticking to the objective facts that have been developed, and avoiding any personal issues. What are some clues that the group have run into a roadblock? How will you know when a participant has had enough time to express concern about an issue?



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_______________________________________________________________________

he leader's summarizing skills are also necessary at various points in the meeting

• To pull related ideas together,

• To restate suggestions after the group has discussed them,

• And to offer a decision or conclusion for the group to accept or reject.

onsensus Testing

ept , providing they are clear-cut. In other words, consensus is necessary--otherwise, the plan

will fail.

T

C Before making the final decision, the leader should ensure that group members have sufficient commitment to implement the decision. To do this, you must check out your impressions with the group to see if there is true consensus. You need to know how the group members actually feel about the decision--whether or not they are ready to commit themselves to carry it out successfully and accthe results



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Session Eleven: Your Role as Group Leader Your role here is to keep working towards maximum acceptance from the members through involvement in the decision-making process. Encouraging Group members may "drop out" of participating in the discussion. However, the silent member may have a valuable contribution to make. One very effective way to bring out that contribution is to pay special attention to the member for past performance or contributions. Deserved praise is often effective in getting a reticent member to open up with the group. How can you do this without drawing unwanted attention to the silent member? Are there other ways you can help that person feel more comfortable speaking up? Expressing Group Feelings In some group problem-solving activities, the members may fear blame and assume a noncommittal attitude that turns into an awkward silence. This is a critical point for the leader. Rather than have each member in turn express his or her individual idea, the leader may express his or her sense of what the group is feeling. Make sure that all ideas are valued. Create a climate where people feel comfortable expressing differences of opinion. If members tend to agree, appoint devil's advocate to bring out opposing points to view. Watch for "groupthink." Are there any other tactics to keep in mind?



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Harmonizing Conflict between members may be legitimate, but it can destroy the effective functioning of the group. If the leader can mobilize the group to help two opponents explore their differences, they can then become more objective about the differences and the emotional tension which has been built up will be drained off. How can the leader help members resolve their own difficulties? Gate-Keeping One important role of a leader is to keep the channels of communication open. Criticisms should not be stifled in a group. Often they are valid and stimulating. However, if they are destructive, it is better to let the group itself work out the conflict openly, rather than side-step it. How can the leader help the group communicate more effectively with one another? Modifying When the leader's own ideas are attacked, the natural response is to react by defending that position or enforcing ideas with positional power. However, that reaction is usually counterproductive. How can the leader respond, yet preserve the unity of the group and make it possible for the conflict to be resolved? Evaluating



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At some point in the meeting, members may want to finish before the objective is achieved. If and when this happens, the best way to deal with it is to focus on the objective and keep the meeting going. How can the leader best do this?



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Session Twelve: Process and Content One problem often associated with meetings is that the members aren’t clear about process and content and the difference between them. What is the difference between the two? Write down your definitions of the two terms. Process Content



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Session Thirteen: Icebreaker

Was born in January

Is wearing an article of clothing that was purchased by someone else

Brought pen and paper to the workshop

Belongs to a volunteer organization

Takes minutes of meetings as part of their job

Likes Pizza with anchovies

Has chaired a business meeting

Was born in another province

Has to prepare reports on a regular basis

Has never been to Florida

Will be writing an important business letter within the next two weeks

Has an organized, clean desk

Dreams of someday owning a business

Has read more than five books from cover to cover last year.

Considered to be good at spelling words

Has a twin or there are twins somewhere in the family



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Session Fourteen: What is a Facilitator? Why Have One?

Managers are often asked to “facilitate” rather than “instruct” or “manage” meetings, training sessions, team meetings, and other small groups. Sometimes it is difficult to make that transition from “instructor” to “facilitator”. What is a Facilitator and Why Have One? The facilitator’s role is to support people to do their best thinking. To do this, a facilitator must:

• Encourage full participation • Promote mutual understanding • Enable group members to search for inclusive solutions • Teaches new thinking skills

At the same time they are helping groups cultivate shared responsibilities and helping the group build sustainable agreements. Most groups don’t know how to solve tough problems on their own. They don’t know how to build a shared framework of understanding. Without realizing it, most people edit their thinking before they speak. Who wants his/her ideas criticized before they are fully formed? Who wants to make an effort to express a complex idea if others are whispering, doodling or watching the clock? They dread conflict and discomfort and they try hard to avoid it. They need a facilitator! However, anyone in a group can be a facilitator and anyone can use facilitative behaviours, whether or not they are a facilitator. Can you identify the difference between chairing a meeting and facilitating a meeting?

Chairing Facilitating



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Session Fifteen: Key Behaviours for a Facilitator

Key Behaviours for the Facilitator Specific Things You Can Do or Say

Establish ground rules

____________________________________________________________________________________________________________________________________

Get agreement on process

____________________________________________________________________________________________________________________________________

Get agreement on content/outcome

____________________________________________________________________________________________________________________________________

Stay neutral/stay out of content _______________________________________

_____________________________________________________________________________________________

Be positive. Adopt a win-win attitude _______________________________________

_____________________________________________________________________________________________

Suggest a process _______________________________________

_____________________________________________________________________________________________

Educate the group _______________________________________

_____________________________________________________________________________________________

Get permission to enforce process agreements _______________________________________

______________________________________________________________________________



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_______________ Get the group to take responsibility for actions _______________________________________

_____________________________________________________________________________________________

Get ownership of the agenda _______________________________________

_____________________________________________________________________________________________



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Session Sixteen: How to Control a Meeting Regardless of the type of the meeting, the leader must control it if it's going to be productive. Control means "to keep it moving so that objectives are accomplished in minimum time and with satisfied participants." The last phrase of the definition (satisfied participants) clearly indicates that control is an art and not a science. The best way to control a meeting is to prevent it from getting out of control. Good planning and preparation by the leader is essential. Other factors that prevent loss of control are a clear statement of objectives, clear questions and instructions during the meeting, and a high level of interest and enthusiasm on the part of the participants. The effective leader prevents the meeting from getting out of control, but still provides the climate for free expression on the part of the participants. If the meeting starts to get out of control, the effective leader guides it back quickly and tactfully.



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Personal Action Plan I know where I’m starting from. I know I am already good at these things, and I can do them more often: I can learn this, I am learning this, and I am doing what I can at this stage as well. “I have already learned:” I will start with small steps, especially in areas that are difficult for me. My short –term goals for improvement are: I promise to congratulate and reward myself every time I do something, no matter how small, to maintain and improve my skills. My rewards will be: I’m setting myself up for success by choosing long-range goals to work for gradually. My long-term goals for success are as follows:



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Suggested Reading List

Communicating for Results, Hamilton, Cheryl. With Parker, Cordell, Wadsworth Publishing, 1997 Facilitators Guide to Participatory Decision Making, Kaner, Sam; New Society Publishers, Canada, 1996 Building Community, Manning, George, Curtis, Kent, and McMillan, Steve, Thomson Executive Press, 1996 Effective Meetings, The Complete Guide, Burleson, Clyde W., Toronto: John Wiley and Sons Inc., 1990 Meetings, DeBernardis, Frank and O’Connor, Fran, New York: Richardson and Steirman, Inc., 1986

Documents

Meeting Management: The Art of Making Meetings Workaems.edu.sd/wp-content/uploads/2019/03/ادارة-الاجتماعات-فن... · Meeting Management - The Art of Making Meetings