This article presents a description of Human Spectrums; a rationale for their use; a set of examples demonstrating the range of their applicability; directions for constructing, conducting, and debriefing Spectrums; and possible modifications to the standard structure of Spectrums for special purposes.

Introduction to Human Spectrums

During Spectrums people reveal only "public" information about themselves, and much of that information has a direct and obvious bearing on the work people are to do together. The information has a quality of useful news -- people learn helpful information about how to work well with each other, and they do it in a way that does not cause or stimulate defensive reactions.

Spectrums are most useful when group members first begin working together. A few simple Spectrums, three or four at most, are enough to get people talking to one another and to build energy. Spectrums can also serve as a device a group uses repeatedly throughout its work together to get a sense of where members stand on issues.

Spectrums usually are done in sets. For each Spectrum in the set, the facilitator describes the opposite ends of a spectrum. Here is a simple example of one Spectrum that could be included in a set. The facilitator indicates that the extreme left end of the Spectrum is for people who have their greatest energy really early in the morning, say 5 a.m. The extreme right end of the Spectrum is for people who have their greatest energy late at night, say 2 a.m. The group members' task is then to arrange themselves in the appropriate order. People stand and place themselves somewhere on the Spectrum. If people place themselves appropriately in relation to each other, there will be a "spectrum" of people from those who have energy earlier in the day to those who have energy later in the day. The Spectrum may have gaps. It may reveal that most group members share a preference for early morning work, or that members' preferences are spread throughout the day and night.

As an introductory device, Spectrums have a number of advantages. First, they are physical. Simply moving around raises the energy of the group. Second, Spectrums encourage everyone to participate. Typically, people will not resist placing themselves on the line. Third, group members will have to talk at least a little bit with their friends and neighbors to figure out their place on the Spectrum; whether they are shy or outgoing, that talk will come easily, without invading people's privacy.

Another advantage is that when Spectrums are properly constructed and conducted they are totally non-judgmental. Appropriate Spectrums are chosen so that neither end of the Spectrum -- nor any place on it -- provides a perceived advantage or benefit. If the Spectrum is chosen appropriately, every place on it is a good place to be.

One way to introduce Spectrums to a group with no previous experience with them is to ask people to line themselves up according to birth date in the year. January 1^st is one end of the Spectrum and December 31^st is the other. This simple Spectrum makes it clear that people have to talk to one another to find out where they fit, and that it's possible to get everybody in line and check to see if they have the appropriate order.

Examples of Spectrums

Here is another example that works on process, appropriate for a group whose task is to plan and then carry out a particular activity. One end is for people who love to plan and would spend all of their lives planning if they could. The other end is for people who love to act and who do not really want to plan for a single minute.

Here is an example that moves closer to the content of a group's work. In this example the group has to create a budget. One end is for people who think of themselves as really frugal and careful with money. The other end is for people who think of themselves as generous or expansive. This type of Spectrum allows people to self-identify and to begin to have a conversation about the budget, as well as recognize the nature and extent of difference in their approaches.

Here is an example of substantive decision-making. In this example the group is a school board with responsibility to set a disciplinary policy for its school system. One end is for people who think that discipline, authority, and control are most important. The other end is for people who believe that respect for individuals and a lot of latitude and freedom are most important. As in all well-constructed Spectrums, group members choose between two "goods" or two values that are both worthy.

Here are a few examples of Spectrums useful in many group work settings:

• morning person -- night person
• planner -- doer
• think to speak -- speak to think
• detail person -- big picture person
• starter -- finisher
• structured -- flexible
• linear problem solver -- creative problem solver
• "planful" -- spontaneous
• prefer tradition and history -- prefer invention and the future

Constructing Spectrums

A second principle for constructing Spectrums is that they always need to be relevant to the particular group. Spectrums succeed when there is a connection or obvious bearing on what the group members are working on or learning together.

Conducting Spectrums

Putting Spectrums to Work

1. Engage the group in building a description of the Spectrum. Ask people to identify the middle. This is necessary because some groups will not fill in the whole Spectrum. For example, if a Spectrum is about early morning or late night preferences, it might be that the entire Spectrum for a group runs only from 5 a.m. to 11 a.m.

2. Ask people how far away from the middle they are and how close to the ends of the Spectrum they are.

3. Ask people what it means to be where they are, so that people have a clear sense about what it means for someone to be in a particular place on the Spectrum, and what that person thinks about himself or herself in relationship to this Spectrum. If people are in the middle of the Spectrum on morning versus nighttime energy, what does that mean? Does that mean that they peak at the middle of the day or that they peak at 7 p.m.?

People will answer questions about their place on the "peak energy" Spectrum quite easily. When dealing with Spectrums that reflect more subtle preferences, however, as people describe where they stand it gives them a chance to talk a little more about how they like to live their lives and what it's like to be them.

4. Finally, if appropriate, ask questions about applicability. What does the range exhibited by the group and its pattern of clustering tell the group about its overall capacity? What does it tell the group about what individuals might or might not be suited to do? What does it tell the group about challenges in front of it?

The conversation then focuses on what the overall composition of the group is and what bearing any differences have on the group members' work together. Spectrums reveal how diversity on a range of issues can be useful to the way the group works. Information from Spectrums underscores the point that people have different kinds of abilities and talents that can be called upon in different ways. Spectrums can also suggest to a group which people are more likely to be successful at certain kinds of tasks.

Modifications

A second alternative is to use a flip chart. The facilitator lays out a line on the flip chart page, chops it into quarters or into smaller units, and indicates the ends of the Spectrum. S/he then simply asks people where they would place themselves on this line. The facilitator can put little x's or initials next to each position in order to get a quick reading of where each person would be. The group can then have a conversation about the Spectrum as if the group members were standing on that line.

Conclusion

*If you use Human Spectrums and want to contribute to a new knowledge base about how they worked, please send a brief description of your experience to:

Roberts & Kay, Inc.
250 Campsie Place
Lexington, KY 40508
e-mail: RobertsandKay@compuserve.com

The Presenters

Steve Kay has more than twenty years' experience in the design and implementation of effective group processes. That work includes:

• creating plans, establishing systems, and building internal capacity to increase work group and organizational effectiveness;
• providing analysis and technical assistance for complex, long-term change efforts within organizations and communities;
• serving as facilitator for multi-party groups whose members or member organizations have a common area of concern but potentially divergent or competing perspectives or policy goals.

Steve's civic work includes providing technical assistance and facilitation services for the Board and Executive Committee of the Museum of Culture and Diversity, for the Henry Clay High School Site-Based Decision Making Council, and for regular meetings of his council district.

Rona Roberts

Rona Roberts is a Partner of Roberts & Kay, Inc., a firm committed to fostering democratic practices in workplaces and communities. Rona works with clients in three sectors. Her work is in these areas:

• assisting with start-up efforts;
• guiding complex public decision-making processes;
• expanding leadership opportunities in organizations and communities, particularly developing civic leadership capacity;
• designing, conducting, and analyzing focus group research, with a particular emphasis on public issues;
• documenting beneficial civic change in communities;
• advising groups on constructing sound work processes, and, when appropriate, facilitating those processes;
• designing and facilitating large group processes.