NATIONAL CERTIFICATE: GENERIC MANAGEMENT 

ID 59201  LEVEL 5 – 162 CREDITS.

FACILITATOR GUIDE
SAQA: 251962
ESTABLISH AND CO-ORDINATE FORUMS FOR
DISASTER RISK MANAGEMENT IN A SPECIFIC
ENVIRONMENT
Facilitator Information:

Details Please Complete this Section

Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:

Copyright
All rights reserved. The copyright of this document, its previous editions and any annexures thereto, is protected and
expressly reserved. No part of this document may be reproduced, stored in a retrievable system, or transmitted, in
any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the prior
permission.

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Facilitator Guide Introduction
About the Facilitator This Facilitator Guide provides a comprehensive overview of ESTABLISH AND
Guide… CO-ORDINATE FORUMS FOR DISASTER RISK MANAGEMENT IN A
SPECIFIC ENVIRONMENT, and forms part of a series of Facilitator Guides that
have been developed for NATIONAL CERTIFICATE: GENERIC
MANAGEMENT  ID 59201  LEVEL 5 – 162 CREDITS. The series of Facilitator
Guides are conceptualized in modular’s format, in accordance with the Learner
Guides. This guide has been designed and developed to assist you in effectively and
efficiently prepare and implement your various training interventions.

Purpose The purpose of this Facilitator Guide is to assist facilitators in delivering training
sessions, related to NATIONAL CERTIFICATE: GENERIC
MANAGEMENT .The Guide also provides information on facilitation methodologies
and strategies to be adopted during training sessions.
US No US Title Level Credit

251962 ESTABLISH AND CO-ORDINATE FORUMS FOR 5 6

DISASTER RISK MANAGEMENT IN A SPECIFIC
ENVIRONMENT

Objectives  To understand the facilitation methodology and strategy to be adopted for this
learning program
 To provide the necessary learner support and guidance during the training session
Outcomes People credited with this unit standard are able to:
 Establish arrangements for the integrated execution of disaster risk management
activities.
 Produce a terms of reference (TOR) for directing and guiding the relevant disaster
risk management forums.
 Conduct and execute forum meetings. 
Facilitation Methodology The programme is very practical and aims to provide practical tools and skills for adult
learners. The methodology should ensure that:
 The learning environment is physically and psychologically comfortable.
 Contact training periods are short and varied to avoid boredom.
 Learner expectations are articulated and clarified and managed by the learner
and facilitator.
 The experience of participants is acknowledged and drawn on in the learning
programme.
 Facilitation, rather than teaching, is used to allow participants to participate
 fully.
 The facilitator balances the presentation of new material, debate and
discussion in such a way that the outcomes of the module are met, while
ensuring that all participants are valued and are able to contribute to the
learning process.
 The learning will be problem-oriented, personalized and accepting of
participants’ needs for self-direction and personal responsibility.
 The module presented in a way that allows a participant to participate fully in
the language of their choice.
 The facilitation process accommodates participants who may not be literate,
or who are not literate in English.
The contact session uses a participatory methodology. This is appropriate for
adult audiences who come with a wide range of experiences and skills. It also
accommodates a broader range of learning styles. Some techniques that can
be used include:
Method Description
Structured learning experience Participants engage with a complex
game or activities that represent real-life
situations that they may encounter in the
course of their work as a Ward
Committee member.
Case study This is a realistic story or real-life
situation that has taken place, in which
participants need to apply their
knowledge and skills to practice how
they can deal with the issues presented.
Group work Participants work on tasks in their
groups and report their findings back to
plenary.
Lecture The facilitator presents a short talk
(maximum of 10 minutes) to introduce a
new subject, to provide details, or to
wrap up a session.
Discussion This is a free exchange of ideas or
experiences on a particular topic. It may

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 be between the facilitator and the
participants or between the participants.
Brainstorming Participants generate a number of ideas
on a particular subject or question. It
may be used to gather different opinions
or to find out what participants know
about a particular topic.
Role-play Participants are asked to act out a
scenario where each participant plays a
particular role. A role-play may be used
to illustrate how people respond in
different situations.
Panel discussion This is a planned presentation by one or
more experts. It may be followed by a
discussion session or a round of
questions.
Resources  White board and/or Flipcharts

 Laptop & Data Projector (not compulsory)

 Facilitator & Learner Guide

 Learner Workbook

 Appendices (attached to learner guide)

Time Contact/ Facilitation Days 2 days

Theory 5 Hrs.

Practical 11 Hrs.

Assessments 2 Hrs.

Workplace Application Days 3 Days

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Facilitator’s Checklist & Training Aids

Learner support strategies:

Learners are supplied with all resources and aids as required by the program – including:

 Objects & devices such as equipment, protective clothing, and safety gear, etc.

 Learner Guides and Learner Workbook

 Visual aids, etc.

Use this checklist below during your preparation to ensure that you have all the equipment, documents and
training aids for a successful session.

Preparation: Yes No

Qualification Knowledge – I have familiarised myself with the content of the

applicable qualification

Unit Standard Knowledge – I have familiarised myself with the content of all aspects
of the applicable unit standard

Content Knowledge – I have sufficient knowledge of the content to enable me to

facilitate with ease

Application knowledge – I understand the programme matrix & have prepared for
programme delivery accordingly

Contextualisation – I have included information which is specific to the commodity

and practices related to the commodity

Ability to respond to learners background & experience – I have studied the

learner demographics, age group, experience & circumstances & prepared for
programme delivery accordingly

Enthusiasm & Commitment – I am passionate about my subject & have prepared my

programme delivery to create a motivating environment with real commitment to
success

Enterprise knowledge – I know & understand the values, ethics, vision & mission of
the workplace & have prepared my programme delivery, reporting & administrative
tasks accordingly.

Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proximal projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant documents

Safety gear as prescribed by unit standard and applicable legislation

Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

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Learning Program Time Frames

Total time Theoretical Activities to

Practical learning time
allocated learning time be
allocated (hours)
(hours) allocated (hours) completed

Complete Program 60 hours 18 hours 42 hours

(including
summative
assessment)

Learner 1 hour 30 minutes 30 minutes

Orientation and
“Ice Breaker”

Purpose, 1 hour 30 minutes 30 minutes

Introduction and
Learner Directions

Establish and co- 60 hours 18 hours 42 hours

ordinate forums for
disaster risk
management in a
specific environment

Preparation for 0.5 - - -

Assessment &
revision
 TRAINING PROGRAM

Briefing Session: Day1

1. Introduction to the Learning Units

Start with an “ice-breaker”, and eventually discuss the global outcome of the
learning units with learners and emphasize the assessment process.
Topics Time Remarks
 Ice Breaker 15 min Please refer to Learner Guide
 Course expectations and Assessment Guide for

 Assessment Criteria 10 min details.

 Learner’s Responsibilities
5 min

2. Training Ground Rules

Discuss the training session ground rules with learners to avoid disturbance during
the session
Topics Time Remarks
 Learning Units estimated time 10 Min Write down the training
 Ethical behavior session ground rules and keep

 Cellular phones – (off/silent) them posted in the classroom

 Breaks – (tea, lunch….) for the duration of the session.

 Etc…

LEARNING UNIT 1:
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 Establish and co-ordinate forums for disaster risk management in a specific
environment.
UNIT STANDARD ID: 251962

Discuss the Learning Outcomes introduction with the learners.

Topics Time Remarks

 Establish arrangements for the integrated 8 Hrs Ensure that all learners participate
execution of disaster risk management activities. in the discussion by asking them
 Produce a terms of reference (TOR) for directing relevant questions.
and guiding the relevant disaster risk management Ensure that learners complete the
forums. activity in their learner
 Conduct and execute forum meetings.  workbooks.

WORKBOOK MEMORANDA

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Learning Unit 1 Establish and co-ordinate forums for
disaster risk management in a specific
environment

UNIT STANDARD NUMBER : 251962

LEVEL ON THE NQF : 5
CREDITS : 6
FIELD : Business, Commerce and Management Studies
SUB FIELD : Generic Management

This unit standard will enable disaster risk management practitioners and related role-players to improve
PURPOSE: professionalism and enhance the quality and effectiveness of services by being able to establish and co-
ordinate forums for disaster risk management in a specific environment. A person credited with this unit
standard is able to: Establish arrangements for the integrated execution of disaster risk management activities
Produce a terms of reference (TOR) for directing and guiding the relevant disaster risk management forums.
Conduct and execute forum meetings. This unit standard will contribute to the development of the learner
within the context of the disaster risk management discipline. Learners who have achieved this unit standard
will increase their opportunities for further development and employability within the disaster risk
management environment.

LEARNING ASSUMED TO BE IN PLACE:

It is assumed that the learner has the following knowledge and skills:
Communication at NQF Level 4.
Mathematical Literacy at NQF Level 4.
Learners will find it difficult to do this unit standard if they do not have a background in basic disaster risk management
concepts and indigenous knowledge

Answer the following question in the space provided below.

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 SESSION 1.
Establish arrangements for the integrated execution of disaster risk
management activities.
Learning Outcomes
 Forums are identified and organised in order for the processing and execution of integrated disaster risk management activities
within a specific environment.
 Role players and stakeholders are organised to partake in the forums.
 The roles and responsibilities of stakeholders are clearly described and allocated to enable effective functioning of the forum.
 Arrangements for the stakeholder participation are made to engage them in the relevant forum.
 Responsibility is assigned for the facilitation and coordination of the relevant disaster risk management forum.

Activity Questions Description Mark

1 Show your understanding of communicating risk with institutional stakeholders 6
Stakeholder involvement is used to come to a consensus about the goals and visions of the future. Regulatory agencies,
specialists and industrial representatives are valuable participants in the  debates as their different views can help create a
more balanced outcome. Institutional organizations are often high profile so their decisions are often considered
important, for this reason a lot of thought needs to go into which organizations should be chosen to help with risk
management decisions. As with all other types of risk communication, stakeholder involvement needs to happen at the
beginning of risk management, not at the end.  Institutional stakeholders need to be informed about the risk management
project at the beginning and their expertise needs to be sought when it comes time to balance the pros and the cons of the
risk management options.  If the project is high profile and controversial then institutional organizations should be
involved from the early stages.
Strategies for risk communication with institutional stakeholders are:
o Expert hearings;
o Expert committees;
o Stakeholder hearings; and
o Round tables (advisory groups)

Activity Questions Description Mark

2 Show your understanding of stakeholder identification and analysis 7
Stakeholder identification is conducted in a step-wise analytical process as detailed below:
Step 1
In Step 1, review literature on the existing institutional arrangements for the management of chemicals of interest to the
site and country.  Stakeholders with interests and/or involvement in POPs/chemical management are identified.
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Step 2
In Step 2, a list of stakeholders is created and those with an interest are identified through the following questions:
o Who uses the resource(s)/controls the site?
o Who benefits from the use of the resource(s)/targeted chemicals?
o Who has rights and responsibilities over the use and management of the targeted chemicals/resource(s)/hot spots?
o Who makes decisions that affect the use and status of the resource(s), and who does not?
Step 3
In Step 3, stakeholder positions are determined and roles are assigned based on stakeholder type.

Activity Questions Description Mark

3 Describe the developing a responsibility assignment matrix 6
Step One: Define Your Deliverables
Tip:
A Work Breakdown Structure (WBS) is a project planning tool used to break a project down into smaller, more
manageable pieces of work (deliverables). It's not a list of every task: rather, it's a "tree" structure showing the meaningful
groups of activities that make up the main segments of the project.
Step Two: Identify the People Involved
Map out who is on your project team. By creating a chart of individuals who are available, you can then delegate work
assignments based on expertise, and you can recruit talent that you’re missing. This step is often called an “Organization
Breakdown Structure” because it creates an organizational chart for your team.
Step Three: Create Your Responsibility Matrix
Draw a matrix. The deliverables are the column headings, and the people are the row titles.  Determine responsibilities and
levels of involvement for each item/person in your Work Breakdown Structure.
Step Four: Assign Roles
For each group responsible for an activity, assign roles and responsibility. The following  table suggests roles that can be
used.

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 SESSION 2.
Produce terms of reference (TOR) for directing and guiding the relevant
disaster risk management forums.
Learning Outcomes

 The role and responsibility of the forum is described in relation to the skills, level and authority required for the
establishment of the forum.
 Terms of reference are produced that clearly articulates the full scope of the forum.
 Specific requirements of the terms of reference are clarified to highlight the impact on the institutional agreement.
 The terms of reference for the forum is approved and adopted in accordance with the prescribed procedure.

Activity Questions Description Mark

4 What are terms of reference? 7
Terms of reference describe the purpose and structure of an organization or group of people who have agreed to work
together to accomplish a shared goal. They set out a road map for what will be achieved, by whom, how and when. Terms
of reference define:
 vision and mission,
 goals,
 structure, including membership, governance and decision-making
 available resources, and
 timelines.
Activity Questions Description Mark
5 What does a basic template look like? 7
It could include the following information. (This outline can be used by coalitions that are applying for seed grants.)
1. Background: a brief description of the background to this organization and why it exists.
2. Vision and mission statement: A compelling vision statement can inspire others to get involved. It expresses the
dream of an organization. It should be brief and easy to understand and communicate. A mission statement is the what
and why. It is more action oriented. It should be concise and clarify the organization's overall purpose.
3. Goals: This can include deliverables and timelines.
4. Scope: What are the bounds of responsibility and authority of this group? What does it need to address and what is
outside its area of concern?
5. Membership: What is the criteria for membership? Are there any restrictions? What is the process for selecting
members? What is the role of members? Can groups as well as individuals join? Are there different levels of
membership?
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6. Resources and budget: What resources does the group have at its disposal (space, funding, staffing, etc.)? What is
the financial budget?
7. Governance or decision-making: How will the group be organized? What are the different roles and responsibilities
(e.g. chair and vice-chair)? Will there be committees? If so, what are their roles and responsibilities? How will
decisions be made (voting, consensus, etc.)? Is there a requirement for a certain number of people to be present to pass
a motion (quorum)?
8. Meetings: How often will meetings be held, when and where?
9. Reviewing terms of reference: How often will they reviewed, by whom and how?

Activity Questions Description Mark

6 What are public forums? 5
In the "public forum" or public problem-identification and problem-solving session, citizens discuss important issues
such as health problems. In this well-publicized meeting, the facilitators lead a discussion of various aspects of the
issue like the community's strengths and potential problems. A transcript of their ideas about the dimensions of the
issue--and what can be done to solve problems and preserve strengths--provides a basis for subsequent planning.
Public forums:
 Give people of diverse backgrounds a chance to express their views
 Are a first step toward understanding the community's needs and resources

Activity Questions Description Mark

7 What do you need to conduct a public forum? 10
 meeting place
 community members
 easel/newsprint /markers
 facilitator
 recorder
 willingness to listen carefully

Activity Questions Description Mark

8 How should you conduct a public forum? 7
 Designate a discussion leader or group facilitator who is known and respected, who is neutral on the topic, who
has good listening and group process skills, and who can keep things moving and on track.
 Introduce the leader of the community initiative and the discussion leader. If time and group size allow, let all
participants introduce themselves.
 Agree upon an ending time, and keep to it.
a) Try to keep working groups to smaller than 30-40 participants.
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b) If over that number, divide into smaller groups.
c) Designate a recorder for each group.
 Provide information about your own organization, if appropriate. You can also pass around a sign-up sheet to get
on a mailing list or to help out in other ways.
 Consider allowing some time for addressing each of the following topics: issues and concerns; barriers and
resistance to addressing the issues and concerns; community resources for change; recommended alternatives and
solutions.
 Use newsprint to record the discussion on each of the topics.
 Conclude with a summary of what was achieved and a preliminary plan of action. Announce the next meeting if
possible.
Prepare a written summary of brainstorming ideas and mail to all participants, with thanks, and with mention of
opportunities for further involvement.

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 SESSION 3.
Conduct and execute forum meetings.
Learning Outcomes

 The relevant integrated forums are formally constituted and activated in accordance with prescripts.
 Forum administration is implemented in accordance with the terms of reference.
 Decisions are communicated and arrangements are made for the implementation and management of meetings.
 Mechanisms are identified and implemented to ensure the application of the principle of cooperative governance for
the relevant forum.

Activity Questions Description Mark

9 What do we use meetings for? 3
Meetings are very important for the work of any organisation. Good meetings are important for collective decision-
making, planning and follow-up, accountability, democracy, and other practices that will help you to build a good
organisation. If meetings are used in the correct way, they can help an organisation to be efficient. However, like all
organising tools, meetings can be used badly and end up not serving the purpose that they are supposed to. Sometimes
we seem to attend too many long meetings, which discuss the same thing over and over again without seeming to move
forward. Meetings can become places where conflict is played out. Some people can also see attending meetings as
working for the organisation instead of seeing it as a tool for getting work done. We should try to make our meetings
places where we get democratic and constructive participation and involvement from our members.
Activity Questions Description Mark
10 Show your understanding of different types of meetings 4
Most organisations will hold the following types of meetings:
1. The general members meeting: 
This is the most common meeting, which usually happens once a month or once every two weeks. The general members
meeting should be the place where members are informed of developments, involved in decisions and given education and
information that will help them to become more active in the organisation. General meetings are usually the places where
decisions are made and where the executive reports on work they and other sub-committees have done.
2. Special meetings: 
These can be called to discuss specific issues, for example preparing for a national conference or work on planning
activities for the year. Any members who are interested should be invited to attend special meetings. They should not be
run like general members meetings (with minutes, reports etc) but should only focus on the issues they’ve been called to
discuss.

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3. Executive meetings: 
The executive should meet more regularly than the general members, and executive meetings should have a more
business-like focus. The executive has to plan implementation for the organisation, monitor the work that has been done,
deal with problems, and often (if you’re part of a larger organisation) relate to other levels of the organisation. They
should discuss correspondence in detail and address problems as they come up. The executive should also keep an eye on
the finances of the organisation and monitor income and expenditure. Every executive meeting should have an item on the
agenda that plans for the next general members meeting. They should provide both leadership and administration to the
organisation.
4. Annual General Meeting: 
Most organisations have an Annual General Meeting laid down in their constitution. The AGM is the place where the
executive accounts to all members about the activities of the year as well as the finances of the organisation. The AGM is
also the place where new leaders are elected and are given a mandate to run the organisation for another year.

Activity Questions Description Mark

11 Show your understanding of how to run a meeting? 6
a. The agenda
Open the meeting and welcome everyone. Then go through the agenda step by step.
Those present and apologies: The apologies of those members not able to attend the meeting are recorded as part of the
minutes. Send round an attendance register if there are too many people to just record it in the minutes. Ask if there are
any apologies from people who are not there.
Minutes: Minutes are accurate notes of what is discussed and decided on at meetings. Make sure that the minutes of the
previous meeting are circulated to everyone or at least read at the beginning of the meeting. (See section on writing
minutes) Minutes must be adopted at the beginning of a meeting. Give people a chance to read the minutes or read them
out aloud. Everyone must agree that they are an accurate record of the last meeting. Members must be given the chance to
add where item/points might have been left out.
Matters arising from the minutes: This covers points that were discussed at the last meeting, when perhaps someone
was asked to do some work or there have been subsequent developments, which now need discussion. A list of these
points is drawn from the previous meeting’s minutes.
Correspondence: This means all the letters that have been received by the organisation since the last meeting. They can
be dealt with in different ways. If your group does not receive many letters, they could be read out and then discussed.
Another way is for the secretary to list them with a brief explanation. The chairperson then goes through the list and
suggests action. If the issue raised in the letter needs decisive action it can be more fully discussed. Other items on the
agenda: Someone must introduce each item on the agenda. The item introduced could be either a discussion or a report. If
it is a discussion someone is given the job of leading the discussion and making proposals on that particular item. If it is a
report, the person who is reporting should comment on the following: Was it a task that was completed, what were the
problems and what still needs to be done? (issue, facts, options, proposal – see guide on inputs and verbal reports)

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Discussion should be to examine a problem or discuss an issue in more detail – get everyone’s ideas and points of view on
it, arrive at a decision, delegate responsibility for the completion of the task, and follow-up to ensure that it is completed.
b. Meeting Procedures
All members should know meeting procedures. There are a number of points that people use in meetings to ensure that the
meetings run smoothly. Often members use these points to assist the chairperson.
The following are procedural points most used in meetings:
Point of Order:  
It should be used when a member feels that the meeting procedure is not being stuck to and s/he wants the meeting to
return to the correct procedure or order. For example, when an individual is speaking totally off the point, another member
might ask on a point of order for the speaker to stick to the agenda.
Point of Information:  
A member may raise their hand and ask to make point of information (or request information) when it is not his or her turn
to speak. This can enable a member to speak (by putting up his/her hand and asking to speak) when it is not his/her turn to
request more information on the matter being discussed, or to give more information on a point being discussed.
Out of Order:  
When an individual is not sticking to meeting procedure, being rude, interjecting or misbehaving in some way, the
chairperson might rule him/her out of order.
Protection: 
A speaker who is being harassed when he/she is speaking can ask for the protection of the Chairperson.
Quorums:  
This is the minimum number of people who must be present for the meeting to conduct business and take decisions. This
minimum number is stated in the organisations constitution. The meeting cannot start until there is a quorum. Always
ensure that you have this minimum number of people at a meeting, especially when decisions must be taken. If you do not,
and decisions are taken, members who were not present can request that it is re-discussed, meaning that time was wasted.
All these points are called meeting rules or procedures, which are there to try to make meetings more efficient and
effective. They should not be over-used just for the sake of it.
c. How to take decisions in meetings
Decisions are usually reached through two main ways:
 Consensus
This means reaching decisions by discussion and general agreement.
 Voting
People vote for a particular proposal. Usually one person will put forward a proposal, someone else will second it and then
people will vote. If the majority of people accept the proposal, it then becomes binding on the organisation.
Voting can either be done by a show of hands or secret ballot.
Show of hand

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The Chairperson would call for a show of hand when there is a difference of opinion amongst members when a decision
needs to be reached. S/he will call on members to raise their hands to show their support for or against a proposal. These
votes are then counted – majority would then ensure that the proposal stands or falls away.
Secret ballot
Each person would be given a piece of paper where s/he would write whether s/he supports a particular proposal or not.
The votes would be counted and the majority would ensure that the proposal stands or falls away. It is usually better to
reach consensus than to vote. Reaching consensus often means that there are compromises from everyone but it ensures
that most people feel part of the decision. Sometimes a vote does need to be taken, for example in elections or when the
meeting cannot reach a decision through consensus.
Resolutions
These are formal proposals put forward to the meeting, for people to agree or disagree with. If some disagree, they are
voted on. If passed, they become resolutions and therefore policy of the organisation. There should be a proposer and
seconder of each resolution. Resolutions are a clear way to set out the policies and decisions of an organisation. Usually a
resolution has three parts to it: We start the resolution by saying that, eg: "The AGM of the Natalspruit Women’s
Organisation, meeting on (give date) notes that: and then you list the main issues that you are concerned about, for
example:
Noting:
1. the rapid increase in crime in this area,
2. the devastating effects it has on the lives of people in this area,
3. etc.
The second part of the resolution will then list the points that show your understanding of the issue and its causes, for
example:
Believing:
1. that the increase in crime is due to the failure of police to effectively service our community
2. that the high unemployment rate is forcing many of our young people to take up crime as a way of life
3. etc
The third part lists exactly what your organisation has decided to do or what its policy should be on the issue, for example:
Therefore resolves:
1. to actively participate in the community police forum
2. to use all means possible to pressurise the police to perform their duty
3. to work with the local council to ensure that facilities and clubs are supplied to keep our youth off the street
4. etc
Amendments may need to be made to resolutions, and these should be accepted by everyone present. If there is not total
agreement on an amendment, a vote should be held and the chairperson should record the votes of those for, and those
against, the amendment, as well as those abstaining. If the majority support the amendment it stands and the original
section of the resolution falls away.

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The Chairperson and members must study the constitution of the organisation to make sure they know and understand all
these procedures.
d. How to chair the meeting
The chairperson is the most important person in the meeting. He or she will set the pace for the meeting, make sure that
people stick to the topics, ensure that democratic decisions are taken, and that everyone is on board with these decisions.
Chairing is a great skill and it is important to teach members to chair meetings and rotate the job where possible so that
more people can practise this skill. However, it is always good to have an experienced chairperson for important meetings.
A good chairperson is an active chairperson; it is not the chairperson’s job to simply keep a list of speakers and to let them
speak one after the other. The chairperson should introduce the topic clearly and guide the discussion especially when
people start repeating points. When a discussion throws up opposing views, the chairperson should also try to summarise
the different positions and where possible, propose a way forward. The way forward can involve taking a vote on an issue,
having a further discussion at another date, or making a compromise that most people may agree with. The chairperson
should ask for agreement from the meeting on the way forward, and apologise to those who still wanted to speak.

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