Nominal Group

Technique
VERGEL JOHN P. ERCIA DDM

What is a Nominal Group Technique?

A sophisticated

form of brainstorming
which allows a team to come to a
consensus on issues, problems, or
solutions.

What is a Nominal Group Technique?

A consensus planning tool
developed by Delbecq et.al.
in 1975 to help prioritize
issues
A structured process that can
be use to identify and rank
major problems or issues
that need to be addressed

Why use Nominal Group

Technique?
Builds

commitment to the teams choice through

equal participation in the process.

Allows

every team member to rank issues without

being pressured by others.

Puts

quiet members on an equal footing with more

dominant members.

Makes

a teams consensus (or lack of it) visible; the

major causes of disagreement can be discussed.

School leaders often used the

technique for
setting

goals

identifying
obtaining
planning

problems

suggestions for solving problems

school programs.

How to Prepare for NGT

Meeting Room
Prepare a room large enough to accommodate five to nine participants.
Organize the tables in a U-shape, with a flip chart at the open end of the
U.

Supplies
Each U-shaped table set up will need a flip chart; a large felt-tip pen;
masking tape; and paper, pencil, and 3 x 5 index cards for each
participant.

Opening Statement
This statement clarifies member roles and group objectives, and should
include: a warm welcome, a statement of the importance of the task, a
mention of the importance of each members contribution, and an
indication of how the groups output will be used.

STEPS in NOMINAL GROUP TECHNIQUE

Silent

Generation
Round Robin
Discuss/Clarify
Vote/Rank
Discussion
Revoting

STEP I - GENERATING IDEAS

The

group leader gives a statement

of the problems or issue usually
written on a blackboard
Members then generate ideas about
the issue for ten to fifteen minutes
(SILENT PHASE/SILENT REFLECTION)

Leaders should not allow

faculty members to engage
in discussion while ideas
are being created.
PRECAUTION!!!!!!

SAMPLE PROBLEM STATEMENT

The

problem statement should be open-ended, such

as:

"The best way to enhance teaching and

learning in this institution is to . . ."
(Note: The leader should avoid any detailed
clarification of the problem, such as providing
specific examples).

STEP II ROUND ROBIN

Members share their ideas in a

round robin fashion ,each written
beneath the statement of the
problem

Each faculty member contributes

an idea in a round-robin manner.
As ideas are suggested, they are
written on a blackboard or flip
chart.

STEP III DISCUSSION/ ITEM

CLARIFICATION
Each item contributed by the members is
discussed focusing more on clarifications
leader reviews the list, inviting discussion
on each item by asking for questions,
statements of clarification, or statements
of agreement or disagreement .

STEP IV VOTING and RANKING

Depending

on how many ideas are on the list, give

each participant a set number of index cards.

Rule of thumb is 15-25% (If you have 28 ideas, give

them 7 cards)

Instructions

Members rank the top X solutions they prefer and write

them on an index card
From the list of ideas, pick your top x and write one idea
on each card. Put the idea number in the top left corner.

STEP IV VOTING and RANKING

Everyone

should have 7 cards with ideas, idea

numbers, and ranking numbers.
Collect cards: List votes by each idea
Tally
Record using a/b where a = Number of people
who voted for an idea; b = Sum of votes.
The leader averages the rankings and relays the
results to the members

Short discussion of vote

leader

entertains additional discussion on the

combined ideas.

provides powerful information about the subject

of interest.
Consensus?
Divergence?
Strong opinions?

REVOTING
Final Voting if necessary

POSITIVE FEATURES
The process allows the school leader to:
Facilitate

a meeting and identify the major

strengths of a program.

Motivate

the faculty to complete a task, reaching

consensus on the problem solution.

Influence

participation by all group members while

keeping individuals from controlling the discussion.

Establish

priorities and reach consensus on school

goals, problems, solutions, or program activities.

cannot

be spontaneous technique
tendency to be limited to a single-purpose,
single-topic meeting
need for agreement from all the participants to
use the same structured method

REFERENCES:

Delbecq, A. L., Van de Ven, A., & Gustafson, D. H. (1996). Group

techniques for program planning: A guide to nominal group and
Delphi processes. Middleton, WI: Green Briar Press.

Saa, E. A. et al (2010). Teaching and Learning in the Health

Sciences.

A.. L. Delbecq and A. H VandeVen, "A Group Process Model for

Problem Identification and Program Planning," Journal Of Applied
Behavioral Science VII (July/August, 1971), 466 -91 and A. L. Del
becq, A. H. VandeVen, and D. H. Gustafson, Group Techniques
for Program Planners (Glenview, Illinois: Scott Foresman and
Company, 1975).