Panel Discussion

Origin:
- Harry A. Over Street in 1929
- Organized a discussion of a definite period for small group for the audience. At the end
of discussion, audience also participated. Important questions were put by the audience
on the topic. The experts tried to answer the questions, certain points are clarified, which
were not included in the discussion.

Definition:
- a live or virtual discussion about a specific topic amongst a selected group of panelists
who share differing perspectives in front of a large audience
- NOT
● A set of presentations, one after another. The panel format allows for a brief
introduction and then discussion among the panelists and audience. If the majority
of the panel agenda is centered around presenting information, then just give each
panelist a speaking slot with a Q&A after each speaker.
● A one-on-one interview with each panelist. Many untrained moderators simply ask
questions of each panelist, one after another, rather than build the dialogue into a
conversation. Unless there is interplay among the panelists, have an “up close and
personal” interview with each speaker.
● Just Q&A from the audience. When the focus is completely on answering the
audience’s questions, you have a forum or “town hall” meeting.
- Assumes that every member of the organization has the capacity to initiate and solve the
problem and brings certain attitude and values to the organization
Examples: typically at scientific, business or academic conferences, fan conventions (Comic
cons), and on television shows

Types of Panel Discussions:

Public
● Organized for common man’s problems
● Organized in TV programs on current problems such as educated unemployment, annual
budget, increase in prices of things, delinking jobs from degrees
Educational
● Used in educational institutions
● To provide factual and conceptual knowledge and clarification of certain theories and
principles
● Not used mostly like seminars, conferences, symposiums and workshops

Purpose and Objectives:

- To reproduce the features of a small discussion group for the benefit of a larger
group
- To provide information and new facts.
- To analyze a problem from different angles
 - To identify the values.
- To organize for mental recreation
- To find out solution of a problem of important nature
- To provide full understanding of significant topic
- To create situation to facilitate higher cognitive learning

Characteristics:
- Used at college and univ level to organize teaching at reflective level
- Develops ability of problem solving
- Provides opportunity to understand the problem or theme of discussion
- Develops ability of presentation of theme and logically giving their point of view
- Develops the right type of attitude and ability to tolerate anti-ideas of others
- Develops ability of creative thinking and criticizing the theme
- Develops manners of answering questions

Roles:
1. Instructor - plays the most important role
- How, where and when panel discussion will be organized
- Prepares to decide the schedule of panel discussion
- Sometimes, plan rehearsal of discussion
2. Moderator
- Keep the discussion on theme
- Encourage interaction among the members
- Summarizes and highlights the discussion
- Must have mastery on the theme
- At the middle of the panelists
3. Panelists
- 4 - 10 panellists
- Sit in semi-circle before the audience
- Must have mastery of the theme
4. Audience
- After the discussion, they are allowed to put question and seek clarification
- Can present their point of view and their experiences re: the theme
Elements:
1. Appropriate set-up
- panelists are elevated
2. Time limit
- to emphasize and cover all main points of the discussion
- to have a smooth and well-organized flow
- Ideal length: 45-60 min or 90 min
3. Panelist introduction
- brief background of the panelists (work experience, achievements, credentials,
expertise) before the start of the discussion
4. Audience engagement
 - asking questions to feel invested in the topic

Tips and suggestions in planning a Panel Discussion:

- Be prepared. Your preparation should focus on both the overall goals of the panel and
your own role in helping to achieve them. Are you on the panel mainly to provide
information, or to serve as an example or advocate, persuading your audience to
support an action or point of view? Are the topics likely to spark controversy or debate?
If so, you'll need to have responses ready for aggressive or even hostile questioning.
Trust me, you must prepare for a panel discussion. It means planning your story, coming
up with an attention-grabbing headline and great, personal examples that support your
point of view. Even better – pick a topic that is a little provocative or pushes the envelope
to grab the attention of the audience. The reason so many panel speakers fall flat is they
procrastinate and think they can be spontaneous. But, when the moment comes, the
right words usually don’t. The result is language that is less than memorable and an
audience that quickly disengages.
- Seating arrangement. Everyone should be at equal distance and they can observe
each other.
- Disagree once. Panels can get really dry and really boring for the audience, particularly
after lunch. Find an opportunity to disagree with another panelist to spice it up, get the
crowd engaged, and get the dialog rolling.
- Don’t be distracted. If someone says something you don’t like, act normal.
- Plan what to wear. Don’t wear something that may be distracting for the audience. No
to short skirts.
- Prepare “sound bites” that the audience can remember.
- Panelists should not be repetitive. “I agree with ____”. Add information and not just
repeat.
- Prepare Stories. Stories resonate like nothing else. If you want to be remembered and
you want your ideas to stick, few things beat a well-told story. Come prepared with
anecdotes, examples and stories that capture your points. That will be a lot more
effective than dumping a ton of data and information on your audience. Remember to be
succinct, though. Keep your stories short and focused so you don’t dominate the
conversation.
- Listen to the Other Panelists. When the other panelists are talking, don’t just spend
that time rehearsing your next bon mot. Listen to what they have to say and extend the
conversation. Refer to points a fellow panelist has made and build on them (or point out
areas where you respectfully disagree). This makes for a more fluid and engaging
discussion.
- Keep Your Energy Up. Of course, keeping your energy up is essential, especially if
you’re stuck in the typical panel setup—seated behind a table. A table creates a literal
and figurative barrier between the panel and the audience. The best panels I’ve seen
ditch the table and use stools instead of chairs. Ask about the set-up in advance and see
if the organizers are willing to make this adjustment. If you have to be seated, don’t
slouch or lean back. That will drain the energy right out of you. Lean in and stay
physically engaged.
- Take the Bridge to Somewhere: A “bridge” or verbal transition is your best tool for
navigating a panel discussion. Phrases like, “I’d like to address that question…” “Let me
 add something to that idea…” or “We take a different perspective at my company…” are
effective ways to take control and highlight your story.

References:
Arnold, K. The Definition of a Panel Discussion – Powerful Panels. Powerfulpanels.com.
Retrieved 30 March 2018, from http://powerfulpanels.com/definition-panel-discussion/
Contents of English Communication for Scientists | Learn Science at Scitable. Nature.com.
Retrieved 30 March 2018, from https://www.nature.com/scitable/ebooks/english-
communication- for-scientists-14053993/126085065
Elements of a Successful Panel Discussion. Meetings Imagined. Retrieved 30 March
2018, from https://meetingsimagined.com/tips-trends/elements-successful-panel-
discussion
Goff, S. The Advantages & Disadvantages of a Panel Discussion | Synonym.
Classroom.synonym.com. Retrieved 30 March 2018, from
https://classroom.synonym.com/advantages-disadvantages- panel-discussion-
8602587.html
Muthuchamy, I., & Thiyagu, K. (2011). Technology and Teaching: Learning Skills. India: Kalpaz
Publications.
Sharma, R., & Chandra, S. (2003). Advanced educational technology. New Delhi, India: Atlantic
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