Transcript Key-facilitation-skills-for-managing-group

A Frame for this afternoon
“To be playful and serious at the same time is
possible, and it defines the ideal mental condition”
“Methods which are permanently successful in formal education … go
back to the types of situation which causes reflection out of school in
ordinary life. They give pupils something to do, not something to learn;
and the doing is of such a nature as to demand thinking, or the
intentional noting of connections; learning naturally results”.
(John Dewey, 1916)
Workshop Objectives
• Identify the key practices and skills of effective
facilitation
• Use key facilitation techniques and tools
• Manage a range of disruptive behaviours in a group
learning context
Noted Gen Y characteristics - how do they play
out in the classroom – what challenges are
presented?
NOW
Have been referred to as a generation that has been ‘treasured’, considered
special since birth, and generally been more sheltered than its predecessors.
Product of a child-centred philosophy
(Howe and Strauss, 2009)
Everything is Experience (& Perception)
As human being we are stuck in a process of
continuous Experience – even when sleeping
Given a choice, people seek experiences that are perceived as
pleasurable, novel, and pain reducing – because they satisfy
needs (Survive, Belong, Power, Freedom, Fun – from the work of William Glasser)
The Serial Position Curve
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Primacy Effect
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Recency Effect
50
von Restorff Effect
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Position on List
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Psychological Effects
• Primacy Effect (the tendency for the first items
presented in a series to be remembered better or more
easily)
• Recency Effect (the tendency for the most recently
presented items or experiences to be remembered
best)
• Von Restorff Effect (the tendency to remember
distinct or novel items and experiences)
The Need for a Motivational Strategy?
“..if something can be learned, it can be
learned in a motivating manner” (p.23)
“..every instructional plan also needs to be
a motivational plan” (p.24)
(Wlodkowski, R. J., 1999, Enhancing Adult Motivation to Learn)
Reasons for Active Learning
Learning is not a spectator sport. Students do not learn much just
by sitting in class listening to teachers, memorizing pre-packaged
assignments, and spitting out answers. They must talk about what
they are learning, write about it, relate it to past experiences, apply
it to their daily lives. They must make what they learn part of
themselves.
Arthur W. Chickering and Zelda F. Gamson, "Seven Principles for
Good Practice," AAHE Bulletin 39: 3-7, March 1987
Active Learning is NOT
Activity for Activity Sake
Active Learning Methods and Tools
• Questioning
• Small group activities (e.g., cooperative learning structures,
buzz groups, poster tours, etc)
• Case studies, Scenario-Based Learning, Projects and PBL
activities
• Games, Role Play & Simulations
• Discussion/Debates
• Other Performance Tasks (experiments, troubleshooting, etc)
• Thinking Tools (e.g., Mind mapping, Plus-Minus-Interesting,
Force-Field Analysis, Thinking Hats, etc)
Big Point...
A method is typically only a part of the overall instructional strategy –
it’s how a number of them are weaved together to create an experience
that results in student engagement and effective learning
Pedagogic Design
A systematic approach, using evidence-based principles and
practices, for creating learning experiences (strategies
incorporating instructional methods, activities and resources)
to facilitate desired learning outcomes for a group of learners
Good pedagogic design is both systematic and creative –
skillfully utilizing available resources and being responsive
to the situated context (adaptable to what actually happens
in real learning situations)
A metaphor for Good Learning Design
Variety & Novelty - Stories, Humour, Activities,
Examples – Woven through good Presentation Style
What is SHAPE ?
Presentation
Style
A Heuristic for the design of creative learning experiences
The Power of SHAPE
“We understand everything in human life through stories”
(Jean-Paul Sartre)
“Humour is by far the most significant behaviour of the brain”
(Edward De Bono)
“Learning activities are the best and most productive way
to learn”
(Lambert and Coombs)
“The meaning of your communication is the response
that you get”
(Bandler & Grinder)
“A fine example nurtures learners, enhancing their
concentration and effort”
(Wlodkowski)
Using SHAPE to Shape the learning experience
• Stories told to provide context, understanding and emotional
anchors
• Humour used to achieve rapport and provide novelty
• Activities provided to integrate, apply and consolidate learning
• Presentation style employed (e.g., words, tone, body language
– as well as observation and listening) to provide clarity,
meaning and influence student attention, beliefs and
psychological states
• Examples used to illustrate facts, concepts, principles,
procedures
…and
use these Resources Creatively
Is this Facilitation?
Facilitation: Core Leadership Competency
Training
Mentoring
FACILITATION
Team Building
Coaching
Timed Pair Share
Basic Theme:
In pairs, students share with a partner for a
predetermined time while the partner listens
carefully. Then partners switch roles
Steps
1 Teacher announces a topic and states
the question/problem each student will
have to share on
2 Teacher provides instructions on how to
select partner and allocates time for task
3 In pairs, Partner A speaks; Partner B
listens
4 Partner B acknowledges what was
learned (e.g., “One thing I learned as I
listened to you was…”)
5 Pairs switch roles: Partner B speaks;
Partner A listens
6 Partner A acknowledges learning
A useful adaptation of this is to allow a THINK time before the sharing –
known as Think-Pair-Share)
Key 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)
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
Stages in Conducting a Facilitation
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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
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)
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)
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