Hart 1

Lesson Plan: How to Write Agendas and Meeting

Minutes
Tabitha Hart
Department of Communication
Studies San José State University

Lesson: How to Write Agendas and Meeting Minutes

Timeframe: 60 minutes
Target Audience: Undergraduates, any major or year
Materials needed: “How to Write Agendas and Meeting Minutes” PowerPoint deck, laptop and
projector, hard copies of “Sample Meeting Minutes” for each student, hard copies of homework
assignment for each student
Note: The instructor should revise the meeting background (slide 15) and meeting agenda (slide
16) to suit class-specific needs and interests.
Objectives: After this lesson, students will be able to

 explain what an agenda and meeting minutes are and why they are useful.
 identify the key components of agendas and meeting minutes.
 indicate strengths and weaknesses of sample agenda items and meeting minutes.
 prepare a set of meeting minutes.

Background: Although this lesson was originally developed for students enrolled in a
Communication Studies course on Business and Professional Speaking, it is suitable for
undergraduates of any major. No prior work is required for the students. The accompanying
Power Point slides are designed as simple visual cues to help engage the students in the lesson
material.

Introduction to Lesson [5 minutes]:

Agenda (write on board):
1. Before a meeting – agendas
2. During a meeting – using agendas
3. After a meeting – minutes
4. Hold a small group meeting
5. Homework - meeting minutes

 Show slide two and define the term meeting. A meeting takes place when people come
together (whether for work, clubs, sports, school, volunteer organizations, etc.) for a
purpose.
 Show slide three and pose these discussion questions to the class:
o What was the last meeting that you attended?
o What made that meeting satisfying/unsatisfying?
 Let students discuss the questions briefly with a partner before sharing their answers
with the group. Student answers will likely include problems such as no set time frame
for the
 meeting, no agenda or plan, lack of participation, etc. Highlight these answers since they
connect with the larger points covered in this lesson.
 Show slide four and tell students that effective meetings are structured through
writing. Point out the anticipated lesson takeaways listed below.
o Meetings are already a common element of your school/work/leisure routines
o Meeting effectiveness can be weakened by not planning, not preparing a good
agenda, not following the prepared agenda, not recording the decisions made, and
not following up on decisions and plans.
o Meetings are structured through writing before, during, and after the event.

Procedures [45 minutes]:

Step 1: Before a Meeting: How To Write Good Agenda Items [5 minutes]

 Show slide five and tell students that before a meeting takes place, an agenda should
be written out and distributed. Agendas are a powerful form of writing because they
o help groups structure communication activity.
o help people stay focused and on task.
o provide a checklist of what exactly needs to be accomplished.
o ensure that meeting activities run according to time constraints.
o generally make meetings more organized and productive.
 Show slide six and tell students that good agenda items are
o specific.
o results-oriented.
o timed.
o realistic.
 Show slide seven and point out that the sample agenda items on this slide meet our
criteria. All of them are timed, specific, realistic, and results-oriented.
Good agenda items that are specific, goal-oriented, timed, and realistic

Brainstorm news items for bulletin (10 min)

Choose the logo for the website (15 min)
Identify pros and cons of using Twitter (12
min) Update team members on budget (6 min)

Step 2: Activity: How To Write Good Agenda Items [5 minutes]

 Show slide eight and point out that these are bad agenda items that do not follow our
criteria.

Bad agenda items that are NOT specific, goal-oriented, timed, or realistic

Grad school applications

Talk about financial aid
Discuss marketing
Create political
  Ask students to fix these agenda items according to our criteria (see slide six). Review as
a group.

Step 3: During a Meeting: Using an Agenda [2 minutes]

 Show slide nine and point out that during a meeting the agenda should be used
and followed as closely as possible.
 Show slide 10 and tell students that, when using an agenda, the meeting participants will
need to select three people to act as the meeting chair, the meeting note-taker, and the
meeting time-keeper. Each of these people will also participate in the discussion.

Step 4: After the Meeting: Writing Meeting Minutes [5 minutes]

 Show slide 11 and tell students that meeting minutes are written and distributed shortly
after a meeting takes place. The speed with which they are finalized and distributed
depends on the norms of the organization. As they go forward, students will need to
discover the expectations for finalizing and distributing minutes in the
company/organization where they are holding meetings.
 Show slides 12 and 13 and distribute hard copies of the sample minutes. Point out the
required components of meeting minutes and explain as needed.
o Agenda – an exact copy of the meeting agenda, including allotted times
o Attendees – who attended, who was absent, who came as a guest
o Summaries of each agenda item discussed – detailed enough so that anyone who
was not present would get the gist by reading the minutes
o Action items – the next steps agreed upon during the meeting, including what
needs to be done by who and by when

Step 5: Activity: Comparing and Contrasting Sample Meeting Minutes [8 minutes]

 Show slide 13 and introduce the activity on comparing and contrasting sample meeting
minutes. Have students work in pairs to analyze the sample minutes that you distributed
in the previous step. Have students reflect on the following questions:
o What are the strengths of these sample minutes, i.e. what is helpful,
appealing, etc.?
o What are the weaknesses of these sample minutes, i.e. what is unhelpful,
unappealing, etc.?
 After two or three minutes of discussion, debrief as a group. As you debrief, highlight the
following aspects of meeting minutes:
o Level of detail. Provide enough details in the minutes to make them
comprehensible to someone who was not there. As time goes on participants will
forget the details, so having them in writing is will provide organizational
memory.
o Formatting. Formatting should be clean, appealing, and enhance (rather than
detract from) readability. Clear headers help the reader locate different types
of information. Sufficient spacing helps delineate where sections begin/end.
o Structure/ordering. Meeting minutes have an expected structure. The
components discussed earlier (agenda, attendees, topics discussed, decisions
made, and
agreed-upon next steps i.e. action items) should all be included, and ordered in the
same sequence.
Step 6: Activity: Small Group Meetings [20 minutes]
 Show slide 14. Tell students that they will now work in groups of 3-4 people to hold a
15-minute meeting using an agenda provided by you.
 Show students the agenda on slide 16. Tell students that as they engage in the meeting,
they must
o stick to the agenda.
o monitor the time.
o participate in the discussion.
o take notes.
Note on the agenda: Select a meeting topic suitable for your class. I chose a departmental study
abroad program and included some background on slide 15. Modify the agenda on slide 16 to
fit your topic.

Sample topic
Our department is planning to offer a new study abroad course to all majors. The course will be
held in Berlin, Germany for three weeks in summer 2014. How can we best promote this
course to our majors?
Sample agenda
1. List five possible methods to promote the program. (5 min)
2. Identify strengths and weaknesses of each method. (5 min)
3. Vote for the three best methods. (2 min)
4. Write three action items. (3 min)

 For the next 15 minutes allow students to hold their meetings. Ensure that all students
are participating in the discussion and taking notes.
 Stop the meetings after the allotted 15 minutes are up.

Closure/Evaluation [5 minutes]:
 Ask the class the following questions:
o What was interesting and/or challenging about this material on agendas
and minutes?
o What questions do you have about agendas and/or meeting minutes?
 Show slide 17 and highlight what students have learned from this lesson. Students can
now
o identify key elements of successful meetings.
o write specific agenda items with clear outcomes.
o identify the key components of meeting minutes.
o hold a meeting using an agenda.
 Distribute the homework assignment (included below) and explain that each small group
will use its notes from the in-class meeting activity to prepare one set of meeting minutes
collaboratively.
 Writing Meeting Minutes (40 points)

In class we have been working on the topic of conducting and participating in business
meetings. For this assignment, you will collaboratively produce a written document while also
enhancing your ICT (information communication technology) digital literacy. Specifically, you
jointly prepare one set of meeting minutes using the Google Drive platform and its
"Comments" and "Revision History" features.

I will evaluate the quality of the ideas in your meeting minutes, as well as the manner in which
they are communicated through writing. The meeting minutes should follow the content,
structure, and formatting protocols covered in your textbook and in class. As someone who
wasn’t participating in your meeting, the minutes should tell me in sufficient detail exactly what
you discussed, what decisions were made, and what recommendations you are making.

I’ll also be evaluating the degree of participation across the group, as indicated by what
each person typed into the document, including content, comments, and revisions.

You must prepare your meeting minutes collaboratively using Google Drive. To get started with
Google Drive, go to the following website: http://www.google.com/drive/about.html. For helpful
videos, see the "Additional Resources" list at the bottom of this page.

INSTRUCTIONS
To complete this assignment, do the following:

1. Work with the same people whom you held the in-class meeting with.
2. Immediately after class, one person in the group should create a new Word document
in Google Drive and give access to all group members. Each member should have
"edit" access. Learn more
at https://support.google.com/drive/answer/2494822?hl=en&ref_topic=2816927. You
must also give "Edit" access to your instructor, Dr. Hart: [email protected].
3. Once you have access to the document in Google Drive, you can view, edit, and modify
it 24/7. You can see and make changes in real time.
4. While the homework assignment window is open, each person must actively
contribute to (a) writing, (b) editing, and (c) commenting on the document. Each
person must use the “Comment” feature at least three times. I will be able to track each
person’s activities, contributions, and time spent on the document using Google Drive’s
“Revision History” feature. More on the “Revision History” feature can be found
at https://support.google.com/drive/answer/190843?hl=en.
5. To receive credit, submit a link for me to view the completed minutes on Google Drive. I
must be able to access the “Revision History” feature of your document. To learn more
about how I will be grading the minutes, see the rubric attached to this assignment.

ADDITIONAL RESOURCES
What is Google Drive? http://www.youtube.com/watch?v=mpOmuG3HfPo
Google Drive’s Comments and Revision
History: http://www.youtube.com/watch?v=3nAMv1bv5Is
Google Drive’s Comments: http://www.youtube.com/watch?v=7zmOYziFKZw
Lesson Analysis:
This lesson includes a combination of activities (compare and contrast, hands-on activities, large-
group discussion, small-group discussion, etc.) to appeal to different learning styles. It also
covers a topic (meetings and meeting minutes) that is highly applicable to students’ routines, and
it teaches them a measureable skill (how to write meeting minutes) that they can use right away.
On a cautionary note, this lesson covers a large amount of complex material in one short class
session. It requires that students work in small groups, which can be challenging if students are
not accustomed to it. For this reason, I like using a homework platform (like Google Drive) that
tracks participation; this approach ensures that everyone can be held accountable for contributing
equally.
 for use in AANAPISI writing workshop lesson on meeting agend

STEP Leadership Team

Meeting Minutes
Date/time: July 18, 2011, 6:30 – 8:30 P.M.
Attendees: Willie Good, Chilton Rogers, Margie Labadie, Michele Vine, Deb Smith
Absent: Johnny Roberts
Guests: Bob Schaumleffel

AGENDA
1) Welcome and Announcements (15 minutes)
2) Share drafts of strategy statements for each committee (30 minutes)
3) Discuss and improve drafts (75 minutes)
a. Does each draft have a clear “issue for implementation”?
b. Does each draft explain its expected impact?
c. What additional information is needed in each draft?

MINUTES

Agenda item #1 -‐- ‐ Welcome and Announcements

 The new Town Manager, Bob Schaumleffel, was introduced.
 A blog has been created for the STEP Project.
 Chilton offered to help each of us organize our draft presentations for the
September board meeting.

Action items
 Everyone should look at the new blog. Send news items to Deb for posting.
 Committee leaders need to set up one-‐to-‐ones with Chilton by next month.

Agenda item #2 -‐- ‐ Share drafts of strategy statements for each committee
The leader of each committee read out their draft strategy statements. Margie read
“Broadening Education” & Caroline read “Leadership”. The “Entrepreneurship” draft
wasn’t available.

Action items
 The Entrepreneurship group will email their statement by tomorrow, 10:30 AM.
 Everyone needs to revise their statements using the Goldfield town statement as
a model. Chilton will email out the Goldfield model tonight.

Agenda item #3 – Discuss & Improve Drafts

We broke into three groups (Broadening Education, Leadership, & Entrepreneurship)
to discuss the agenda questions. We then rewrote our drafts to have the same detail &
structure as the Goldfield model.

Action items
 Everyone needs to use the same strategy template. Each group leader should
send their revised draft to Deb by 5:00PM next Friday.

Adapted from http://red-‐springs-‐step.blogspot.com/2011/07/july-‐18-‐2011-‐step-‐meeting-‐agenda.html

 Participatory Governance Council
Meeting Summary

Meeting attended by: ADMINISTRATORS: Andre Barnes, David Dore; FACULTY: Alisa Messer, Francine
Podenski, Karen Saginor, STUDENTS: Bouchra Simmons, Shannell Williams
Absent: Athena Steff, Karl Gamarra
Date: December 18, 2012
Time: 3:00pm-‐5:0pm
Agenda Topic #1: Introductions Deadlines:
Notes:
After introductions of council members, each constituent group described
the process used to select their representatives.
Action Items:
All groups must identify alternates to attend in the absence of a rep By our next scheduled meeting.
Agenda Topic #2: Review Participatory Governance Policy
Notes:
Policy #2.07 was reviewed. The Council can make ‘recommendation’ to the
Chancellor for a new committee or workgroup. The Council cannot
establish committees or workgroups. The Council is a ‘recommending
body’, not a decision-‐making body.
Action Items: Andre will inform the Council
The correction to Policy -‐ Item V.A. needs to be made. Secretary by next week.
Agenda Topic #3: Handling Public Comment
Notes:
Members questioned how public comment would be handled through
the council. Several reps suggested that every agenda should include a
Public Comment time slot. Constituent groups need to ensure that their
rep shares information. As an example, the Student reps have a website
and are willing to share the web structure.
Action Items: Bouchra will email sample web
Ensure the web site is updated and accessible. structure to the group on Monday.
Agenda Topic #4: Discuss DRAFT organization chart
Notes:
Program Review should be a subcommittee under Annual Plan and Budget.
Student development issues will be addressed under through Program
Review and approved by the Budget Committee.
Action Items: By our next scheduled meeting.
Change org chart to Annual Plan/Budget/Program Review
Ensure that Student Development is addressed through the Program
Review process and by the Budget Committee.
Meeting Adjourned. Next Meeting: 3rd Thursday of each month, 3-‐5pm
MUB 140

PGC Summary Notes December 18, 2012 Meeting 1

Adapted from http://www.ccsf.edu/
 How to Write
Agendas and Meeting Minutes
Dr. Tabitha Hart
[email protected]

1
Photo by GyorgyMadarasz, morguefile
 What is a meeting?

2
Photo by mconors, tallesin, taylorschlades, and moare from morguefile
 Think of a recent
meeting you attended.

What made it
satisfying or
unsatisfying?

Why?
Photo by bang, morguefile
3
Effective meetings are structured through
writing.

before – during – after

4
Photo by solrac_gi_2nd, Morguefile
 Before the
meeting

‐Set agenda

5
 Good agenda items
• Specific

• Results‐oriented

• Timed

• Realistic

6
Photo by SQUAIO, morguefile
Specific, results‐oriented, timed, realistic
• Brainstorm news items for bulletin (10 min) ✔

• Choose the logo for the website (15 min) ✔

• Identify pros and cons of using Twitter (12 min) ✔

• Update team members on budget (6 min) ✔

7
 Fix these agenda items
1. Grad school applications

2. Talk about financial aid

3. Discuss marketing

4. Create political campaign

8
 During the meeting

‐Use agenda
‐Set agenda ‐Take notes

9
 Using your agenda
• Assign roles
– chair
– note taker
– time keeper
• Follow agenda
– topics
– times
– participation

Photo by mconors, morguefile 10

 After the meeting

‐Set agenda ‐Use agenda

‐Take notes ‐Minutes

11
12
 Good meeting minutes
• Complete

• Detailed and concise

• Action items that tell us

– what
– who
– when
13
Photo by clarita, morguefile
 Activity: Hold a meeting
• Assign special role (time keeper).

• Let functional roles emerge (p. 199).

• Everyone must take notes

and participate.

14
Photo by mconors, morguefile
 Study COMM in Berlin, Summer 2014
• COMM 164F, Comm & Global Organizations (4 units)
• All majors and levels
• All students registered at a U.S. university/college
• June 23 – July 11, 2013 (3 weeks)
• Program leaders:
– Bettina Brockmann [email protected]
– Tabitha Hart [email protected]

15
Photo by
 Berlin study abroad meeting agenda
1. List five possible methods
to promote program (5 min)
2. Identify strengths and
weaknesses of each (5
min)
3. Vote for the three best
ways (2 min)
4. Write three action
items (3 min)
Photo by dieraecherin, morguefile
16
 Relevance and take‐aways

• Identify key elements

of successful meetings.
• Write specific agenda
items with clear outcomes.
• Identify key components
of meeting minutes.
• Hold a meeting using an
agenda.
17
Photo by mconnors, morguefile