Transcript Facilitation

Module Objectives
• Frame facilitation as a broad competence
• Compare and contrast facilitation with training,
coaching and mentoring
• Identify the underpinning values and core practices of
facilitation
• Analyse the facilitation process and skills involved
• Use a range of active learning methods, techniques and
process tools in facilitation
• Plan, conduct and evaluate a facilitation session
• Manage difficult situations in facilitation
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Is this Facilitation?
Facilitation: A competency set to maximize learning
effectiveness in groups
Training
Mentoring
FACILITATION
Team Building
Coaching
Specifically, this entails:
• Helping groups assess needs, define goals and make plans to
achieve goals
• Structuring activities and group interactions to enable members to
make high quality decisions
• Utilizing the resources of members and building new resources
• Fostering a positive learning environment and rapport among team
members
• Providing feedback to the group, so they can assess their progress
and make adjustments (Reality Checking)
“Facilitation is about helping a group to become the best
it can be in carrying out a task”
(Epps, 2005)
Facilitation focuses on Process, leaving
participants to concentrate on Content
Pedagogical Model
Andragogical Model
• What content needs to be
covered?
• How is the content to be
organised into units/topics?
• What is the most logical
sequence for presenting
these units/topics?
• What is the most effective
means of transmitting this
content?
• How to design and manage
processes that that will
facilitate the acquisition of
content by learners?
• How to identify relevant
resources (peers, learning
materials, tutors, online
community, etc) and link
learners with them (e.g.,
educational brokering)
What is Coaching & Mentoring?
A coach is someone available for the performer to learn WITH.
Coaching is the process whereby one individual helps another: to
unlock their natural ability; to perform, learn and achieve…
A mentor is someone available for the performer to learn FROM. …
In practice, there is enormous variation of expectation in the
function and behaviour of people bearing the same title – mentor.
These may include:
• Form a non-specified developmental relationship
• Seek information from
• Be a role model to emulate
• Provide feedback and appraisal
Coaching & Mentoring: Similarities
• Facilitates the exploration of needs, motivations and thinking to assist
learners in making productive lasting change
• Uses observation, listening and questioning skills to understand learners,
and help them identify solutions and actions
• Assists learners in setting goals, monitoring and assessing progress
• Creatively apply skills, techniques and tools (e.g., demonstration,
modelling, counselling)
• Encourages a commitment to action and promoting positive self-regard
• Evaluates the outcomes of the process in terms of desired goals
• Promotes the development of supporting dispositions for learning, while
minimizing dependency on the coaching or mentoring relationship
Coaching & Mentoring: Differences
Coach
Mentor
Focus
Performance
Individual
Role
Specific agenda
More fluid agenda
Relationship
Comes with the job More self selection
Source of influence Position
Perceived value
Personal returns
Performance
outcomes
Arena
Task related
Affirmation/
learning
Wider life context
Attributes of Effective Facilitation
• Human conduct and values
• Core Practices
• Use of process tools
Human Conduct and Values
• Searching for and working with valid
information
• Free and informed choice, but not
threatening the self-esteem and growth of
others
• Internal trust and commitment to group
goals
• Concern and compassion for group
members
Core Practices
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Quick thinking
Sensory acuity
Staying neutral
Empathic listening
Testing assumptions
Meaning making
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Managing information
Asking questions
Paraphrasing
Giving & receiving
feedback
• Staying on track
• Providing summaries
Use of Process Tools
One of the main tasks in facilitation is the effective generation and
management of information. Process Tools help to manage
information in a structured manner. It is important that the right tools
are used for the purpose in hand:
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Gathering/organising information (e.g., Process Flowchart, ForceField Analysis
Generating new ideas (e.g., Brainstorming, Mind-Mapping, Get Real)
Group decision making (e.g., Plus-Minus-Interesting, Assumption
Implication Tool, Evaluation Matrix)
Taking action (e.g., 5 W’s & H, Tree Chart
Dealing with conflict (e.g., Thinking Hats, Building Common Ground)
“Facilitation tools are simply a combination of words and lists that are
organised around lines, circles, boxes, graphs and pictures. They are
used to enable groups, to bring together ideas and make decisions.”
(Howell, J. L., 1997)
Stages in Conducting a Facilitation
1.
2.
3.
4.
5.
Design & Preparation
Starting the Facilitation
Managing the Facilitation
Ending the Facilitation
Follow up on the Facilitation
1.
Design & Preparation
• Identify the key purposes of the facilitation meeting (e.g.,
briefing, exploratory/investigatory, decision-making, etc)
• Do necessary research and preparation (e.g., identify information
that may help participants contribute more productively in the meeting –
and send in good time. Note: try to keep it concise and provide brief notes
of guidance/focus if necessary)
• Design the session (e.g., clear agenda, activities, process tools
to be used, etc)
• The design must be sufficiently flexible to allow group
members to set part of the learning agenda
Understanding the Physical Environment
“The design and arrangement of meeting spaces convey a
message about the kind of activity and demeanor that are
appropriate to it and have a noticeable effect on those who
enter it”
(Tuecke, 2005)
Three key physical elements must be considered and carefully arranged to
encourage participation in a meeting:
• The size and shape of various kinds of spaces in relationship to
the group size
• The physical arrangement of the furniture
• The “feel” of the space as people walk into the room
Utilizing Equipment & Resources
The use of equipment, learning aids, activities and specific
process tools is a powerful means of enhancing and structuring
the learning experience. Identify:
• What equipment and learning aids will facilitate the
information to be presented
• What activities will engage the group to productively interact
and generate important resources
• What specific process tools will help facilitate the
management of information
2. Starting the Facilitation –
In starting the session, the first 5-10 minutes
is crucial in setting the mood and preparing folk for
the various activities that will comprise the programme
A bit like a
first date
You must convey the following
 The purpose and scope of the session
 Ground rules and expectations
 Any other group/situation specific information
What’s going wrong – how?
3. Managing the Facilitation:
Building Rapport
This involves a high level of competence in a range of
interpersonal communication skills, quick thinking and the ability
to be situationally responsive
“Rapport is the ultimate tool for producing results
with other people”
(Anthony Robbins, 2001)
Sensory Acuity
Sensory Acuity refers to the ability to notice, to monitor, and make
sense of the external cues from other people. We do this
through evaluating the result of any behaviour.
Ways to develop good sensory acuity:
• Being in a receptive state of mind (“uptime”, rather than “downtime”)
• Being curious to know about the other person (e.g., state, preferred
communication channel, personality traits, values and beliefs,
language patterns)
• Practicing detection skills in visual, auditory, and kinaesthetic channels
Language and Meaning
Read the two versions below and identify what different meanings are
communicated. How might this lead to different patterns of rapport?
You did a good job at (X), but I think you
could improve (X) by doing (Y), and
your Z will be great – well done!
You did a good job at (X), and I think you
could improve (X) by doing (Y), and
your Z will be great – well done!
Importance of the non-verbal domain
Words
7%
Body
Language
55%
Tone of
Voice
38%
Figures based on experimental data
(Quoted by Molden, 2001, p.75)
Simulation 1
Simulation 2
The Power of Questions
“Questions are the primary way we learn virtually everything”
“Thinking itself is nothing but the process of asking and
answering questions”
“Questions immediately change what we focus on and,
therefore, how we feel”
(Anthony Robbins, 2001, pp.179-8)
Questioning: Key skill set of Facilitation
A range of question types may be used, depending on context.
The following are the main types:
• Clear, Concise Questions covering a single issue to establish
facts and position
• Challenging Questions to stimulate thinking (e.g., how does
this work?; what has caused this?; what does this data mean to
you?; on what basis can we make a choice?, etc)
• Focusing/Probing Questions to explore specific aspects of an
issue (e.g., fact finding, feeling finding, tell me more,
best/least, third party, magic wand)
Being prepared for Questions or issues that
participants might ask
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Are there issues that are potentially contentious?
What are the points of contention or concern?
What information can I make available
Is there additional information I might need to get in
preparation for the meeting
• Is there information that I cannot share, and how will I deal
with questions relating to this
• What is my stance on these issues and on what basis
• Do any of the participants have a position (‘axe to grind’) on
certain issues that may need managing
Answering Questions 1
• Always look directly at the questioner and ensure that you let
him/her finish
• Check your understanding with the questioner if necessary –
be careful to make high inferences based on what’s said
• Use sensory acuity to observe the questioners tone and body
language to see if his/her communication is calibrated
• If you sense that there is an hidden agenda – ask for further
clarification and information relating to the questioners
interest
• If you cannot answer a question – then don’t. Give honest
reasons for your response (e.g., “I don’t know” or “It’s
confidential at this point in time because…”
Answering Questions 2
• If the question is complex, divide it into parts and decide how
you are going to answer these parts
• Answer in as concise and clear a manner as possible, ensuring
eye contact and calibrated body language. Long winded or
rambling answers invite suspicion and ambiguity. So does
poorly calibrated body language.
• Use sensory acuity to observe the questioners response
behaviour to you – this will help you add/modify your
response if necessary
• If the question challenges or identifies a weakness in your
argument/position – this is an opportunity to build genuine
rapport and trust – or blow your credibility. Its your choice.
Qualities of Effective Active Listening
• Appropriate use of body language (personal space,
posture, eye contact and facial expressions)
• Clarifying communication:
– Reflecting observed feelings
– Paraphrasing
– Summarization
• Allow sufficient pause time to ensure the person
has finished speaking (1-4 seconds approx)
Using Appropriate process tools
The are many different process tools that can be used in
facilitation, depending on the particular learning purpose. Here’s
a sample - can you identify their main purpose(s)?
• Brainstorming
• Mind Mapping
• Thinking Hats
• Posters
• Plus – Minus - Interesting
• Force-Field Analysis
• Get real
BRAINSTORMING
• DEFER JUDGEMENT
• STRIVE FOR QUANTITY
• FREEWHEEL
• HITCH HIKE
Mind Map of Edward De Bono’s Thinking Hats
White Hat
Blue Hat
Facts only
No opinions
Metacognition
Overview
Red Hat
Green Hat
Feelings
Own view
Creative
New ideas
Black Hat
Negative
Logical
Yellow Hat
Positive
Optimistic
Mind Maps can promote all
types of thinking as well as
aid memory and learning
Plus-Minus-Interesting
PLUS
MINUS
INTERESTING
Force-Field Analysis Tool
This is a tool for generating and organizing information.
Through the use of brainstorming, identify:
– the desired situation (where the change wants to go)
– Identify the current situation (where things are now)
– Identify factors that are supporting change towards the desired situation
(give them a rating on how important they are)
– Identify factors that are resisting change towards the desired situation
(give them a rating on how important they are)
– Identify ways to enhance the factors supporting change
– Identify ways to reduce the impact of factors resisting change
– Identifying if some of the resistors of change can be used against each
other
Current
Situation
Force-Field Analysis
Potency: 5 4 3 2 1
Desired
Situation
1 2 3 4 5 :Potency
Forces driving change
Forces resisting change
Equilibrium
The objective is to move the balance to the right, which can be achieved by:
• identifying forces, their causes and strength
• planning and acting to assist the driving forces
• planning and acting to reduce the resisting forces
• using some of the resisting forces against each other if possible
Get Real
This is a tool for generating possibilities, starting with wild ideas
and progressing to more viable possibilities. It involves the
following process:
– Split main group into two sub-groups
– Each groups generates ideas under the category “Got to be kidding”
– Groups then switch and generate ideas under the category “That’s a
little better”
– Groups then switch again and generate/refine ideas under the category
“Now we’re cooking”
– Groups then switch for the final time and generate/refine ideas under
the category “Now we’re cooking”
4. Ending the Facilitation
There’s two main things to achieve in closing a
facilitation session:
 A clear picture of what has been agreed, the
necessary action to be taken, by who and when
 A positive (or as positive as possible) frame on what
the outcomes are intended to achieve
Don’t introduce Last Minute items or Ramble on –
otherwise the Recency Effect is lost
5. Follow up on the Facilitation
Follow up can be at the next session or in between sessions –
depending on what the agreed action is. But if things are not
followed up:
• Participants will not see the importance of the issues and
actions that they are spending their time on
• This will lead to a lack of focus and motivation for subsequent
sessions
• NOTE: Even if some items lose importance or become
redundant – at least let folk know that this is the case with
justifications. Even apologize – if necessary
Difficult Behaviours
Irrespective of how good a facilitator you are –
you will eventually get the whole range of
challenging behaviours…
These are???
Difficult Behaviours
• Hostile and aggressive to you or other group members – can
take a variety of forms (e.g., overt, covert, etc)
• Clams – never speaking (can be shyness or deliberate nonparticipation)
• Very agreeable, but rarely do anything
• Always complaining – negative to everything
• Experts – think they are, and sometimes are
• Indecisive
Starting Frame
When confronted with unreasonable behaviour, adopt the
following frame:
• Be straight with yourself – have you contributed to the
situation in some way (e.g., giving mixed messages, creating
structures/activities that don’t work)
• Suspend judgement on the cause
• Don’t label the person in a negative way
• Don’t get uptight – or at least don’t let it show
• Use specific questions to help you understand the persons map
that is resulting in the behaviour
• Use an appropriate strategy for dealing with the behaviour
Dealing with Resistance
The right approach for dealing with resistance always consists of two steps
STEP 1
Invite the resistor to express his/her resistance while you listen actively,
show empathy (body language stuff) and paraphrase (where
necessary). Use language like:
“What happened last time that has led you to feel this way?”
“How did it occur and what specifically went wrong?”
STEP 2
After all the main concerns have been acknowledged, ask questions to
prompt the resistor to suggest solutions to the barrier. Ensure the
questioning gets the resistor to think carefully. Ask things like:
“What circumstances or support would encourage you to continue participating?”
“What assurance will eliminate your concerns?”
Managing Disagreement: Consensus
Building
Why people disagree:
• Lack of Shared Information (e.g., not understanding what the
other person is saying, unaware of certain information)
• Different Values or Experiences (Beliefs and perception)
• Outside Factors (e.g., personality, past history)
To build consensus, it is important to firstly understand the likely
basis of the disagreement, then use an appropriate approach
Strategies for Reducing Disagreement
Lack of Shared Information:
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Slow down the conversation
Encourage careful listening
Explicit sharing of information and explanations
Testing for shared meaning and comprehension
Different Values or Experiences:
• Isolate underlying values and perceptions
• Encourage the creation of alternatives that combine the values
or create super-ordinate values (e.g., we need a working
solution for now)
Strategies for Reducing Disagreement
Outside Factors:
Requires an intervention that is deeper and needs to be solved
offline. It typically requires:
• Each party identifying and speaking about the issues, concerns, past actions
that have led to a negative impact in working together
• Agree that each parties want to be able to work together better (not
necessarily like each other)
• Agree strategy and ground rules for future working relationships
• Monitor and review practices and make necessary mutually agreed
adjustments