1、Facilitation SkillsEffective Groups and Meetings,Introductions and Expectations,Please introduce yourself to the group: Who are you (role, length of service) Experience of facilitation Personal course objectives (why attending and expectations),Course Objectives,Gain an understanding of the term fac

2、ilitation Understand facilitator roles / responsibilities Develop and practice key skills Identify and understand appropriate facilitation tools Understand group characteristics and managing group dynamics Understand the business benefits,Agenda,Day One: The professional facilitator The role of the

3、facilitator Facilitation practice Tools and techniques,Agenda,Day Two: Tools and techniques Group management Chartering and closure Follow-up,The Professional Facilitator,Facilitation Vs Meetings,“Group facilitation is a process in which a person who is acceptable to all members of the group, substa

4、ntially neutral, and has no decision-making authority intervenes to help a group improve the way it identifies and solves problems and makes decisions, in order to increase the groups effectiveness” (Schwarz p. 4),Effective Facilitation: Overview,Critical to success and effectiveness Clarify objecti

5、ves Develop strategy Guidance to achieve goals Model behaviours Develop teamwork Utilise appropriate tools,Process and Content,Process: how How options discussed How tasks achieved How decisions made Content: what What is discussed What is achieved What is decided Knowledge of content only, guide pr

6、ocess,Guiding Principles,Remain neutral at all times Focus on process not content The group is the content expert The group is your customer Never do anything the group can do for itself Be flexible,The Facilitator: Role,Structured intervention and neutral assistance Involve and actively listen to a

7、ll Observe different behaviours and react appropriately Allow free and informed choices Recognise non-verbal communication Keep focused Create energy Utilise parking lot,The Effective Facilitator,Identify similarities and differences Diagnose and intervene ineffective behaviour Role model Accurately

8、 listen and communicate clearly Develop trust Provide feedback Monitor and change own behaviour Provide support and encouragement Have patience,The Facilitator: Behaviours,Role model Introductions Set pace Face the group Focused Tone of voice, body language and words Smile,The Ineffective Facilitato

9、r,Argue Too easygoing Give priority to own hidden agenda items Let the group wander for long periods Manipulate and control discussion Neglect needs Stereotype group members,The Facilitator: Inhibitors,Avoid content Do not take minutes Do not make decisions Do not speak with demanding tone Do not be

10、little, overlook, exclude or ignore Do not evaluate Do not accept things you do not understand Do not assume,Facilitator Tasks: Before,Initial contact and identify problems Determine if facilitation is appropriate Identify team leader/sponsor Develop session charter Select participants (mixture) Lea

11、d / focus planning team, oversee preparation Plan tools and strategies Arrange scribe if required,Click image to go to to slide,Facilitator Tasks: During,Welcome and introductions Ice breaker Review charter and agenda Explain parking lot Clarify roles and ground rules Explain activities as they begi

12、n and review output Manage participants Conclude: thank you and next steps,Facilitator Tasks: After,Coach team leader to: Document and distribute information Report status of action plans Oversee next steps,Brainwriting: Definition and Purpose,Silent form of Information gathering Builds creative ide

13、as and facilitates discussion Builds on others thoughts Generate 20+ ideas in short time period Beneficial with cross functional groups when participants may not know each other No exclusions/limitations,Click image to go to to slide,Brainwriting: Method,Team broken into small groups (4-6) Statement

14、s of problems written on sheets placed in centre of table Place sheets in centre of each table with one more sheet than number of team members Each person takes sheet and writes response Replace sheet and select another, etc. Read other responses and write additions/improvement Consolidate responses

15、 and put on flip chart Share and discuss,Brainwriting: Activity,Write one thing poor facilitator does (blue card) Pass card to your right Write one thing good facilitator does (pink card) Pass card to your left,Establish good/bad facilitator characteristics:,Info gathering: Definition & Purpose,Grou

16、p technique Generate large number of ideas quickly Used for creative / alternatives / prelude Structured requires ground rules No validation or explanation of thoughts required No exclusions/limitations,Information gathering: Techniques,Freewheeling: Thought collected randomly Round Robin: Thoughts

17、taken one at a time (order / first) Facilitator collects ideas and lists on flip chart, group review and discuss Do not allow criticism / validation,Information gathering: Facilitator Role,Define the problem, criteria and time Ensure understanding Keep activity focused Encourage creativity Set tone

18、for risk free environment Allow no criticism Allow no train of thought to be followed too long Record all thoughts exactly as presented,Click image to go to to slide,Information gathering: Activity,Select topic Determine how you will gather information Facilitate class through the topic,Click image

19、to go to to slide,Use of flip charts,Hug: do not stand in front 2+ charts required (current / unexpected) Print legibly (1+ inch high) Use of contrasting colours (3 maximum) Appropriate brief title Use participants words or agree paraphrasing Tear and post on the wall,Other Roles,Team Leader Plannin

20、g Team Sponsor Session Participants Observers Scribe,Consensus,Group decision making to reach a collective opinion Each member accepts and supports the decision,Tools and Techniques,Objectives,Select the appropriate tools to help the group reach their objectives Facilitate the group through activiti

21、es using these tools Experience each session tool Know when each tool is most appropriate,Information Styles,People think / process information differently Facilitators need to engage individuals Three ways people process information: Design session to consider all three styles,Visual Processors Lea

22、rn from Watching,Create mental picture Easier to process written format Likes dramatisations, pictures, colour,Colourful graphs White board Models Handouts Overhead projector Demonstrations Displays Photographs Dramatisations Flip charts,Auditory Possessors Learn from Listening,Prefer listening to i

23、nformation Sounds stimulated by tone, pitch, pace Try to minimise instances where several people talk at once - distracting,Oral presentation Information gathering Paraphrasing Discussion groups Symposiums Small group work Q & A sessions Debates Read aloud Verbal examples,Kinaesthetic Processors - L

24、earning from Doing,Prefer doing activities Use of physical senses: touch, taste, smell May need to walk around / handle objects,Assembling Drawing concepts Touching, moving objects Constructing a model Operating equipment Simulation Games Stress relieving toys,Support Tools: Card Technology,Capture

25、information on large index cards Silent / written Information gathering Read and explain poster Distribute cards (landscape) and thick marker same colour (do not limit cards) Wait for everyone to finish Facilitator faces group and reads cards Quickly post cards, visibly, securely Check for clarity o

26、n each card (author clarify, check understanding) Consolidate only the cards which all agree * on cards to keep track of which cards have been reviewed,Click image to go to to slide,Support Tools,Adhesive materials Preparation (make sure it sticks!) Do not stick on top of other cards White boards On

27、ly if data does not need to be saved Difficult to write and face group Transparencies Use non permanent to allow changes Digital cameras,Click image to go to to slide,Session Tools,Assists with: Expanding the base of information: (Information gathering, story board, reverse thinking, cause & effect

28、analysis, activity analysis) Validate the information gathered: (activity analysis, cause & effect analysis, force field analysis, action planning) Narrow down alternatives solutions: (nominal grouping, voting, consensus building),Session Tools: Activity Preparation,Select one tool to study and lear

29、n Plan 20 min session activity where the class will use the tool and in the process learn it Prepare to introduce the tool as you would in a facilitated session Before you leave: Discuss activity with instructor, ensure appropriateness Prepare materials for activity,The Tools,Organisational relation

30、ship map,Storyboard,Reverse thinking,Cause & effect analysis,Force field analysis,Nominal group,Action planning,Six thinking hats,Session Tools: Activity Presentation,You have 20 mins to facilitate a session activity using the tool Remember the session is composed of several tools so this is only on

31、e part of the facilitation Introductions are not necessary, it is the middle of the session,Session Tools: Activity Presentation,Present the tool to the class: Explain how to use it, why you are using it, what your expected outcomes are, then facilitate the class using the tool It is assumed that th

32、e participants do not know anything about the tool The tool must be explained to the group so they can effectively use it,Session Tool: Activity Feedback,Led by the instructor Questions will focus on the session tool presented: “what did you like about the tool?” “what didnt you like about the tool?

33、” “when could you use the tool?”,Group Management,Objectives,Identify functional and non-functional group behaviours Model and encourage functional behaviours Use different strategies to minimise / eliminate non-functional behaviours,Worst Case Scenarios,Getting over the nerves identify solutions in

34、 advance What worries you most about being a facilitator? (e.g. being shouted at by a senior manager and made to look stupid) Take one and discuss: Why might they be doing it? What could you do to prevent this happening in the first place? What can you do if it does happen?,Functional Behaviours,Fun

35、ctional behaviours are what participants do to positively meet the group needs,Task functions behaviour demonstrate when doing a task as a team: Asking for information: clarification, ensure correct facts Coordinating: explore/explain links between ideas Elaborating/clarifying: explore meaning, real

36、 life examples Giving information: provide facts/details when required, SME Initiating: new approaches, solutions, ideas Offering an opinion: stating personal opinion/belief in positive way Summarising: pulling related together, offer conclusions to move on,Functional Behaviours,Team building and ma

37、intenance functions keep group working as a team: The Encourager: positive team player, welcome others opinion, agree quickly when further discussion will not help The Summariser: summarise teams feeling when consensus is near The Follower: giving consensus to teams decisions, positively accepting i

38、deas and actively listening The Gate Keeper: create openings for quieter members, change subject to allow them to talk with confidence, respect time limits so all can contribute The Questioner: ask appropriate questions, drive out key issues, seek root causes,Non-Functional Behaviours - 1,Cross talk

39、ing: Symptoms Side conversations that may/may not be relevant Private/exclusive jokes and humour,Non-Functional Behaviours - 2,Cross talking: Management Strategies Agree rule up front/refer the group back to agreed rules Deal with it directly “one person at a time”, “its important that we all hear e

40、verything thats being said” Use gestures and hand signals Ask the group what is happening and what they will do,Non-Functional Behaviours - 1,Non participation: Symptoms Disinterest, unwilling, inability to contribute Low level of energy Withdrawn or reserved body language,Non-Functional Behaviours

41、- 2,Non participation: Management Strategies Change process to one that requires input from all Ask direct questions to quiet individuals Ask all for their opinion in turn Split into smaller groups Break for coffee and talk in private with quiet individuals,Non-Functional Behaviours,Hecklers: Sympto

42、ms Interruption of others or criticism of others ideas Management Strategies Agree the rule up front or refer group back to agreed rules Deal with directly: “Comments like that are not going to help this group”, “Can you expand on that point please” Break for coffee and deal with individually,Non-Fu

43、nctional Behaviours - 1,Disagreements and Conflict: Symptoms Unwillingness to listen to or support others ideas Continual re-assertion of own point of view,Non-Functional Behaviours - 2,Disagreements and Conflict: Management Strategies Agree the rule up front / refer back to rules already agreed Int

44、roduce notion of consensus Refer back to session consensus Ask: “is this something that could be discussed more usefully elsewhere” Stop the process and ask the people to sort out their disagreement before continuing Adjourn for coffee,Non-Functional Behaviours - 1,Disagreement / conflict directed a

45、t Facilitator: Symptoms Challenge/rejection of facilitators role Unwillingness to listen to or respond to facilitators input,Non-Functional Behaviours - 2,Disagreement / conflict directed at Facilitator: Management Strategies Find out why its happened Redefine and/or change your role Ask the whole g

46、roup how they feel about the issue Adjourn for coffee break and breather,Non-Functional Behaviours- 1,Dominance: Symptoms Continual assertion of own ideas and point of view Commenting on everything Dismissing others points of view,Non-Functional Behaviours - 2,Dominance: Management Strategies Know y

47、our audience, prepare using process techniques Use agreed rules Ask for others opinion Change the process Refer back to group objectives Thank for input and move on Stress time pressures,Summary of Management Strategies,Non-functional behaviours: Weaken the group Is a sign the group is not working t

48、ogether as a team Its the facilitators responsibility to manage non-functional behaviour and work towards more positive behaviour,Strategies: U,Using the U: Move into the U to direct attention Stand between two arguing participants Touch the table in front of the participant Stand behind and between

49、 two participants who are engaged in side conversation,Strategies: Physical Actions,Increase/decrease pace of your movements Use of voice Calm to diffuse emotions Convey energy or slow down Raise one hand, palm forward: “stop” Increase group energy by getting the group to stand up and stretch,Strate

50、gies: Active Listening,Use to identify feelings and encourage participation Ask to share thoughts with the group Ask what positive ideas s/he would like to take from the session Remind of importance of group participation Call on those who have not spoken Direct a comment/question using their name A

51、sk questions to clarify Identify emotions involved with the issue Thank the participant for contributing,Strategies: Breaks,Breaks can be beneficial for the following: Refocusing the group Talk privately with non-functional person Ask someone to leave if they will not modify their behaviour Help an

52、emotional person calm down,Strategies: Using Tools,Encourage involvement Make sure ideas/concerns discussed by all Clearly identify and write down own ideas Identify areas of agreement/disagreement Adapt technique depending on behaviour Refocus with session charter Parking lot/issues list Refer to g

53、round rules when required,Group Management: Activity,Select brainstorm topic and technique Facilitate the class through Information gathering the topic Use behaviour cards Practice using group management tools Video tape Provide feedback,Click image to go to to slide,Chartering and Closure,Objective

54、s,Understand the significance of chartering Provide appropriate closure to the session Define the next steps and post session activities Understand the benefits of a facilitative approach,Overview,Charter: Simply documents purpose, scope and objectives of session Pre-session high-level action plan A

55、ssist with facilitators personal outcomes for the session Closure: Recognise contribution of participants All clear on session outcomes and next steps,Facilitation: Value and Benefits,Facilitation encourages: More involvement and engagement Wider range of ideas generated Structured discussions Outpu

56、t arrived at quickly with more commitment Greater assistance with complex problems Reduce likelihood of hidden agendas Growing contribution over time as realise their contributions are valued and acknowledged,Needs Analysis,Identify specific need/gap that needs to be addressed Identify business oppo

57、rtunities/requirements (scope/objectives) Decide if facilitation is appropriate method Determine stakeholder/team commitment Identify work activity/work groups (culture and key functional behaviours) Identify potential issues that may arise Identify behaviour risks Gather information re problem pres

58、ented (interview prospective participants, observe work, surveys),When NOT to use Facilitation,Objectives are vague and not measurable Session participants may be made redundant as a result of the session Key participant expertise not available Insufficient preparation time Information is only going

59、 to be delivered No sponsor commitment,Developing the Charter,State purpose of session: Statement to commission group (what would it be like if problem wasnt there) Problem stated positively (improvements) Clarify scope: Define boundaries (whats in and out of scope) Identify and inform regarding impacted corporate control principles Time frame,Developing the Charter,State the objectives of the session: Specific, measurable, results orientated Consider all major concerns identified and impact on the topic Focus on realistic objectives Objectives are not the same as the agenda Objective for