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8/12/2019 Facilitation Skills Manual
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Facilitation Skills
000/00000/0
01 February 2009
Parkview, Great West Road
Brentford Middese! "W# 9$% &ondon'("ee)*one+ -- .0 20 #2 000Fa3si4ie+ -- .0 20 #510 0220www6worey)arsons63o4
7 8o)yri*t 2009 WoreyParsons
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FACILITATION SKILLS
PROJECT 000/00000/0 - FACILITATION SKILLS
REV DESCRIPTION ORIG REVIEW WORLE-PARSONSAPPROVAL
DATE CLIENTAPPROVAL
DATE
:/$
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FACILITATION SKILLS
CONTENTS
16 F$8=&="$"=>: ? W@$" =" =A $:< W@: "> 'A ="666666666666666666666666666666666666666666666666666666
161 W*at is fa3iitationC666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666
162 "*e fa3iitatorDs roe66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666
16 Aee3tin a fa3iitator6666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666665
16- W*en to use fa3iitation66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666#
16 (ey ee4ents of settin u) su33essfu fa3iitation666666666666666666666666666666666666666666666666666666666666669
1661 $d4inistration66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666669
1662 >bEe3tives, 3ontra3tin and uideines666666666666666666666666666666666666666666666666666666666666666669
26 F$8=&="$"=>: A"&A6666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666611
261 F W>R(=:G6666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666621
61 &eve 1+ Atru3ture66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666621
62 &eve 2+ 8ontent6666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666621
6 &eve + Pro3ess6666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666621
6- &eve -+ Reations*i)666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666622
6 R A(=&&A $:< RA>'R8A6666666666666666666666666666666666666666666666666666666666666666666662-61 Fa3iitator skis66666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666662
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FACILITATION SKILLS
-62 $3*ievin 8onsensus6666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666666662-
-6 Fa3iitatin
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FACILITATION SKILLS
(' FAC ILITATION - W) AT IT IS AN D W)EN TO &SE IT
('( W*at is +acilitation,
"*ere are 4any ways to des3ribe fa3iitation6 "*e si4)e definition derives fro4 t*e &atin root
of t*e word ? it 4eans "someone who makes things easy". @owever, t*is doesnDt do Eusti3e to
t*e rane of a3tivities fa3iitators 3an take )art in6 "*e foowin definition fro4 "ownsend H
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FACILITATION SKILLS
)"l!s k""! t*" o.ks*o! on t.ack4 +oc5s"# on t*" to!ic3 Fa3iitators are skied at
)ointin out w*en t*e dis3ussion *as drifted, and at restatin t*e )ur)ose of an a3tivity6
Fa3iitators aso )ay t*e Jtraffi3 3o)K roe of reuatin *ow on )eo)e s)eak and )uttin
i4its on su3* be*aviour as a33usations and e4otiona tirades6 >ften t*is is a33o4)is*ed by
workin wit* )arti3i)ants to estabis* round rues t*at everybody fees are fair6 "*at way,
w*en a fa3iitator intervenes, everyone understands t*at t*e intervention is on be*af of an
effe3tive 4eetin, not be3ause of )reEudi3e or bias6
Cla.i+i"s an# acc"!ts co225nication3>ne of a fa3iitatorLs )ri4ary tasks is to be sure t*at
everybody fees t*at t*ey *ave been istened to and understood6 "*e fa3iitator 4ay do t*is
)rovidin a verba su44ary of w*at was said, by reatin one )arti3i)antLs idea to anot*er, by
invitin e!)anation of a 3o44ent, or by askin 3arifyin uestions6 Ao4eti4es a fa3iitator
wi write a su44ary of 3o44ents on a fi) 3*art or wi be assisted in doin so by anot*er
staff )erson 3aed a recorder6 $ fa3iitator 4i*t aso )oint out w*en a )arti3i)antLs
3ontribution *as been 3ut off and invite *i4 or *er to 3o4)ete t*e idea6
Acc"!ts an# acknol"#1"s +""lin1s3ften )arties are stated in su3* a way t*at t*ey
see4 ike efforts to assin ba4e or a33use ot*er )arties of una33e)tabe, dis*onest, or even
iea a3tions6 "*is si4)y 3auses t*e ot*er )arties to 3ounter wit* ba4e and a33usations of
t*eir own, es3aatin t*e 3onfi3t6 $ fa3iitator 3an *e) by restatin 3o44ents so t*at t*ey do
not i4)y ba4e of any )arty or so t*at t*ey define t*e )robe4 wit*out i4)yin t*ere is ony
one )ossibe soution6
S511"sts a !.oc"#5." o. !.o6l"2-sol7in1 a!!.oac*3 r a fa3iitator 4ay *e) break an i4)asse by
suestin aternative ways of addressin t*e issue or even suestin a break6
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FACILITATION SKILLS
S522a.is"s an# cla.i+i"s #i."ction3>ften )arti3i)ants be3o4e so invoved wit* t*e subEe3t
bein dis3ussed t*at t*ey ose tra3k of t*e overa )i3ture6 Ao a fa3iitator 4ay restate t*e
)ur)ose of t*e 4eetin or 3arify its dire3tion, .e66, JWeLve 3o4)eted t*e first two issues, and
now weLre ready to start takin about aternatives forNK6
Do"s cons"ns5s t"stin13 >ne of t*e i4)ortant res)onsibiities of a fa3iitator is to sense
w*en )arti3i)ants are 3o4in to an aree4ent and verify t*at it *as been rea3*ed by statin
t*e )otentia basis for aree4ent and 3*e3kin to see w*et*er t*at state4ent *as su))ort
fro4 t*e )arti3i)ants6 Ain3e t*e fa3iitator doesnLt 4ake de3isions for t*e rou), t*is
res)onsibiity takes t*e for4 of stayin so4et*in su3* as+ J=t sounds as if you are in
aree4ent t*atN=s t*at a33e)tabeCK Au3* aree4ents are usuay written on t*e fi) 3*art by
eit*er t*e fa3iitator or t*e re3order6
Be3ause t*e fa3iitators needs to re4ain neutra on t*e out3o4e of t*e 4eetin and wants to
3reate a 3i4ate for 3oaborative )robe4 sovin, t*ere are aso 3ertain be*aviours a
fa3iitator s*oud avoid, su3* as t*e foowin+
Oudin or 3riti3isin t*e ideas of )arti3i)ants6
'sin t*e roe of t*e fa3iitator to )us* *is or *er own ideas6 Makin sinifi3ant )ro3edura de3isions wit*out 3onsutin t*e )arti3i)ants6
"akin u) t*e rou)Ls ti4e wit* ent*y 3o44ents6
('9 S"l"ctin1 a +acilitato.
Many of t*e )artnerin works*o)s to date *ave used two fa3iitators, )arti3uary if t*e tea4
was reativey are .4ore t*an 1 )arti3i)ants6 >ne fa3iitator wi ead t*e 4eetin, w*ie t*e
ot*er offers observations about *ow t*e rou) is workin toet*er, or )rovides trainin6
"y)i3ay t*e fa3iitator is not asso3iated wit* any of t*e )arties and *as no 7"st"# int"."st in
t*" #"cisions 6"in1 2a#"'"*is arrane4ent ensures t*at no one fears t*at t*e way a
4eetin or works*o) is bein run ives any )arti3uar oranisation an advantae6
=t is *e)fu?but not 4andatory? for t*e fa3iitator to be fa4iiar wit* t*e oranisations invoved
and t*e subEe3ts of dis3ussion6 $s a 4ini4u4, t*e fa3iitator needs to know enou* to be abe
to foow t*e dis3ussion6 Ain3e t*e aen3ies often use nu4erous a3rony4s and te3*ni3a
Earon, t*is 3an be an i4)ortant )oint6 >n t*e ot*er *and, i+ t*" +acilitato. is too #i."ctl8in7ol7"# in t*" s56:"ct 2att".4 *" o. s*" 2a8 *a7" o!inions t*at 2ak" it *a.# to ."2ain
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FACILITATION SKILLS
n"5t.al4 o. *" o. s*"2a8 6" s""n 68 on" o+ t*" !a.ti"s as 6ias"# o. !a.tial toa.# a
!a.tic5la. !oint o+ 7i" o. o.1anisation'
"*ere are 4any eves of ski and e!)erien3e a4on )eo)e w*o 3a t*e4seves fa3iitators6
Ao4e *ave Eust 3o4)eted t*eir trainin, w*ie ot*ers 4ay *ave 20 years fa3iitation
e!)erien3e in a variety of 3ir3u4stan3es6
=t is not 4andatory t*at t*e fa3iitator *as 3ondu3ted a session abeed partnering6 =t is
i4)ortant, *owever, t*at t*e fa3iitator *ave e!tensive e!)erien3e in 3ondu3tion tea4?buidin
sessions, )referaby in3udin so4e e!)erien3e wit* 3ross?oranisationa tea4s .te4)orary
tea4s drawn toet*er fro4 4any )arts of t*e oranisation or 4uti?)arty tea4s6 $not*er
3onsideration in see3tin a fa3iitator is *is or *er 3ontinued avaiabiity to ead foow?u)
sessions and 4ake assess4ents of *ow t*e tea4 is doin6
('; W*"n to 5s" +acilitation
Fa3iitation is not a))ro)riate to every situation6 @owever, t*ere are a rane of 3ir3u4stan3es
w*ere a skied fa3iitator 4ay be of vaue+
"*e rou) needs to )ro3ess and earn fro4 its e!)erien3e
"*e rou) is tryin to sove 3o4)e! )robe4s or 4ake de3isions w*ere t*ey *ave
t*e subEe3t 4atter e!)ertise but are un3ear about )ro3ess
"*e rou) *as interna divisions or 3onfi3ts t*ey need to resove
Fa3iitation a))roa3*es are best avoided w*ere+
"*e rou) *as a stron or 4ani)uative eader w*o wis*es to enist t*e fa3iitator to
4ani)uate t*e rou) to a33e)t t*eir )oint of view
"*e fa3iitatorDs re4it is un3ear, or t*ere is unresoved 3onfi3t about t*e )ur)ose of
t*e session
Fa3iitation can be 4ade to work in bot* t*ese situations6 @owever, t*ese issues need to be
resoved before t*e 4ain event wit* t*e w*oe rou), or wit* key individuas6 >t*erwise t*ere
is daner t*at t*e fa3iitator wi be seen 4erey as t*e 4essener for a 3ontroversia )oint of
view, or be3o4e t*e s3a)eoat for t*e rou)Ds interna diffi3uties6
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FACILITATION SKILLS
('< K"8 "l"2"nts o+ s"tt in1 5! s5cc"ss+5 l +ac il itat ion
Many of t*e 4ost i4)ortant as)e3ts of fa3iitation are needed eit*er before t*e session or at
t*e very beinnin6
('
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FACILITATION SKILLS
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FACILITATION SKILLS
' FACILITATION STLES
'( Di++"."nt st8l"s
"*ere are a nu4ber of a3tivities t*at you as a trainer/fa3iitator 4ust enae in to desin and
deiver fa3iitated events6 JAtyeK is defined as t*e a))roa3* you use or *ow you o about
3arryin out t*ese a3tivities6 Atye is 3osey reated to your assu4)tions about *ow aduts
earn, your beiefs about t*e roe of t*e trainer/fa3iitator and t*e roe of t*e )arti3i)ant, *ow
you see aut*ority and 3ontro, and *ow you view t*e 4otivation to earn6 $ t*ese fa3torsinfuen3e t*e way you train and fa3iitate rou)s6
'nderstandin your own fa3iitation stye and t*e beiefs and assu4)tions be*ind it 3an *e)
you to 4ake infor4ed 3*oi3es as you work to desin and deiver effe3tive )rora4s6
"*e Atye =nventory is desined to *e) you earn 4ore about your own individua stye or
a))roa3* to fa3iitation6 "*ree different styes $, B, and 8 are e!)ored6
' St8l" A
"rainers and fa3iitators w*o o)erate fro4 t*is orientation see t*eir roe as subEe3t 4atter
e!)erts, as dire3tors of earnin, as t*e aut*ority )resent in t*e situation, and as arbiters and
evauators6 =n t*is a))roa3* t*e trainer/fa3iitator *as )ri4ary res)onsibiity for t*e work t*at is
takin )a3e6 Atye $ trainers/fa3iitators tend to+
Provide answers
Give e3tures and )resentations
Aet t*e oas
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FACILITATION SKILLS
Parti3i)ants o)eratin fro4 t*is a))roa3* e!)e3t t*e fa3iitator/trainer to )rovide stru3ture,
dire3tion, and 3orre3t answers6 "*ey want intera3tion wit* a))rova and feedba3k fro4 t*e
trainer/fa3iitator6 "*ey e!)e3t to earn and et ideas )ri4ariy fro4 t*e trainer/fa3iitator and
are ess 3on3erned wit* in)ut fro4 ot*er )arti3i)ants6
Atye $ is 4ost often a))ro)riate in infor4ation?based situations w*ere ony t*e trainer *as
s)e3ifi3 subEe3t 4atter infor4ation, w*i3* t*e )arti3i)ants need and want6 =t is 3o44on in
introdu3tory 3ourses, new work situations, anuae 3asses, and so4e te3*ni3a subEe3ts6
A#7anta1"s3
8an 3over are a4ounts of infor4ation in s*ort ti4e
8an dea wit* are nu4bers of )arti3i)ants at on3e
8an et Jri*tK answers a3ross 3eary and dire3ty
'ses e!)ertise of JuruK subEe3t 4atter s)e3iaist
Disa#7anta1"s3 Be3ause trainers/fa3iitators 3an J3overK.tak about a ot of 4ateria t*ey often
overesti4ate *ow 4u3* )eo)e 3an reay earn wit* t*is stye
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FACILITATION SKILLS
'9 St8l" %
Atye B trainers/fa3iitators work Eointy wit* t*e )arti3i)ants to set oas and to stru3ture t*e
session6 "rainers/fa3iitators w*o use t*is a))roa3* e!)e3t t*e )arti3i)ants to 3ontribute t*eir
knowede and e!)erien3e to rea3*in t*e 3orre3t soutions to t*e )robe4s and issues in t*e
dis3ussion6 Atye B fa3iitators and trainers tend to+
Provide initia stru3ture
=nvove )arti3i)ants in deter4inin or adEustin oas
8oaborate wit* )arti3i)ants to 4ake de3isions
Fa3iitate dis3ussions
$sk uestions
Give subEe3t 4atter infor4ation
Give so4e answers and soutions
&isten and en3ourae )arti3i)ants to find own soutions
@e) )arti3i)ants )an for a))i3ation and i4)e4entation
Parti3i)ants e!)e3t t*e Atye B trainer/fa3iitator to be uite knowedeabe about t*e subEe3t
4atterQ *owever, t*ey aso e!)e3t *er/*i4 to 3onsider seriousy t*e knowede and
e!)erien3e of t*e )arti3i)ant6 Parti3i)ants e!)e3t to intera3t wit* t*e trainer/fa3iitator and wit*
t*eir 3oeauesQ t*ey e!)e3t to earn fro4 one anot*er6 "*ese )arti3i)ants e!)e3t to *ave
in)ut into t*e desin and to 4ake de3isions about t*e reevan3y and a))i3ation of t*e
out3o4es6
Atye B is a))ro)riate for a nu4ber of situations6 =t is es)e3iay effe3tive in situations w*ere
t*ere is no Jri*tK answer and w*ere inter)ersona and te3*ni3a skis are invoved reuirin
so4e deree of anaysis, Eude4ent and 4anaeria skis6
A#7anta1"s3
=nvoves t*e )arti3i)ants in de3idin oas and 3ontent w*i3* 3an in3rease reevan3y
and a))i3ation
$ows t*e trainer/fa3iitator to )rovide subEe3t 4atter e!)ertise wit*out i4)osin it
Parti3i)ants )arti3i)ate a3tivey t*rou*out t*e earnin e!)erien3e, t*is insurin
dee)er and oner astin earnin and 3o44it4ent
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FACILITATION SKILLS
Parti3i)ants take 4ore res)onsibiity for t*eir own a3tions and are ess de)endent on
t*e trainer or fa3iitator6
Disa#7anta1"s3
"*e eve of )arti3i)ant and trainer/fa3iitator intera3tion )ro*ibits deain wit* are
nu4bers
Au33ess is often de)endent on t*e rou) fa3iitation skis of t*e trainer/fa3iitator,fa3iitation skis be3o4e even 4ore i4)ortant t*at t*e subEe3t 4atter e!)ertise
8an be ti4e 3onsu4in
'; St8l" C
Atye 8 trainers/fa3iitators see t*eir )ri4ary roe as fa3iitatin earnin, )annin or )robe4
sovin6 "*ey o)erate as 3onsutant and 3oa3*es6 "*ey see t*e4seves as 3ataysts,
resour3es to )arti3i)ants, and even 4e4bers of t*e rou)6 "*ey en3ourae )arti3i)ants to
assess t*eir needs and to take res)onsibiity for t*eir own a3tions6 "*ey *e) )arti3i)ants4ake a))ro)riate de3isions6
Atye 8 trainers/fa3iitators tend to+
Fa3iitate dis3ussions
$sk uestions
Make suestions
@e) find needed resour3es
Provide feedba3k
A*are observations
&isten
8onsut
8oa3*
Parti3i)ants in t*is orientation e!)e3t to be settin t*eir own oas, to be sef?de)ended, to
find t*eir own soutions, 4ake de3isions and to evauate t*eir own )roress6 "*ey e!)e3t t*e
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FACILITATION SKILLS
trainer/fa3iitate to be a resour3e to 3onsut wit* t*e4, to isten, to 3oa3* and to )rovide
feedba3k6
Atye 8 is a))ro)riate for t*e situations w*ere )arti3i)ants *ave a ood knowede and ski
aready and are seekin to e!tend t*is and 4ake it work in t*eir settin6 Aituations invovin
)robe4 sovin and stratey buidin are )arti3uary a))i3abe for Atye 86 "*is stye is ess
a))ro)riate w*en )arti3i)ants know reativey itte about t*e to)i3 are not sef?dire3ted and
3o44itted to t*e to)i3 at *and6
A#7anta1"s3
Parti3i)ants are not de)endent on t*e trainer/fa3iitator and 3an 3ontinue wit*out t*is
)erson for )eriods of ti4e if ne3essary
Parti3i)ants are abe to insure a))ro)riate ada)tation and a))i3ation to t*eir own
situation
&earnin and 3o44it4ent tends to be dee) and on astin
>ften 3an 3reate o))ortunities for synery and 3reativity
Disa#7anta1"s3
"i4e 3onsu4in
Parti3i)ants 4ay not be sef?dire3ted enou* to 4ake it work
WonLt work of )arti3i)ants do not *ave a 3ertain a4ount of ski and knowede
Parti3i)ants 3an et side?tra3ked by ot*er )ressin issues and not devote enou*
attention to t*e situation in *and
'< Concl5sion
>ne way to ook at t*e differen3e between t*ese t*ree a))roa3*es to fa3iitation is wit* t*e
ra)* beow6 >n t*e eft side of t*e ra)* we see a *i* deree of trainer/fa3iitator
invove4ent and 3ontro and a ow deree on )arti3i)ant invove4ent and 3ontroQ one 4i*t
3a Atye $ fa3iitator?3entred6 >n t*e ri*t side of t*e ra)* t*ere is a *i* deree of
)arti3i)ant invove4ent and 3ontro and ow deree of fa3iitator invove4ent and 3ontro6
Atye 8 4i*t be des3ribed as 4ore )arti3i)ant?3entred6 Atye B invoves bot* t*e fa3iitator
and t*e )arti3i)ant in t*e )ro3ess, workin Eointy and in 3oaboration to a33o4)is*
obEe3tives6
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FACILITATION SKILLS
>bviousy, a t*ree a))roa3*es are effe3tive6 a3* *as its own advantaes and
disadvantaes6 "*e key is usin t*e a))roa3* t*at is 4ost a))ro)riate for t*e )arti3uarsituation at *and6 Atye $ wonLt work effe3tivey in situations 3ain for a Atye 8 a))roa3*/
$duts w*o *ave knowede and ski in an area and w*o are sef?dire3ted, intendin to take
res)onsibiity, wi resent a Atye $ trainer/fa3iitator w*o brins aut*ority, 3ontro and *is or *er
own Jri*tK answers6 =n turn )arti3i)ants w*o 3o4e to t*e e!)erien3e a3kin knowede and
ski about t*e to)i3 and e!)e3tin t*e fa3iitator/trainer to )rovide t*is woud be dis4ayed at a
Atye 8 a))roa3*6
ffe3tive trainers and fa3iitators are abe to o)erate skifuy in a t*ree styes, $, B, and 8,
and t*ey are abe to see3t t*e 4ost a))ro)riate stye for t*e situations t*ey fa3e6 "*ey are
3on3erned about overusin Atye $, 3arefuy 3*oosin t*e ti4es w*en t*is a))roa3* is
a))ro)riate6 "*ey are fuy 3o4fortabe wit* Atye B, usin it for a ood 4any day?to?day
situations, and t*ey are abe to 4ove to a 8 a))roa3* and )ay a ess 3entra roe in t*e
)ro3ess w*en t*at is 3aed for6
'> S"l"ctin1 t*" .i1*t st8l"
Aee3tin t*e a))ro)riate stye is i4)ortant and s*oud for4 )art of t*e 3ontra3tin )ro3ess
t*e fa3iitator undertakes wit* t*e rou) or t*e s)onsorin individua6
"*ere are four 4ain fa3tors t*e fa3iitator needs to take into a33ount6 $s t*e diara4
suests, t*ese are inked ? ea3* affe3ts t*e ot*er+
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FACILITATION SKILLS
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FACILITATION SKILLS
' >' ( S"s si on !5 .!os"
=t 4ay be t*at t*e fa3iitatorDs )referen3e is to ado)t a stye 8 a))roa3*6 But if t*e re4it iven
by t*e oranisation ? or t*e rou)Ds own e!)e3tations ? 4ean t*at t*ere needs to be a
sinifi3ant a4ount of dire3t or dire3t in)ut, t*en t*e fa3iitator 4ay need to 4odify t*eir
a))roa3* a33ordiny6
@owever, t*is is ony one fa3tor ? it needs to be wei*ed aainst t*e ot*er needs6
'>' G.o5! n""#s
ne key as)e3t of t*is is t*e rou)Ds stae of deveo)4ent6 "*eir needs fro4 a fa3iitator wivary a33ordin to *ow we interated t*ey are as a rou)6 Broady s)eakin, t*e ower t*e
deveo)4ent eve, t*e furt*er toward Atye $ t*e fa3iitator wi need to be6
Fa3iitation 3an *ave a sinifi3ant i4)a3t on 4ovin rou)s ui3ky and effe3tivey t*rou*
deveo)4ent staes6
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FACILITATION SKILLS
'> '; Sta1"s o+ 1.o5! #"7"lo!2"nt
$n!iety
!3ite4ent
W*atLs 4y roeC
Wi = be a33e)tedC
FOR?
W*atLs t*e taskC
W*at 3an i 3ontributeC
=s t*e Eob 3*aeninC
D"!"n#"nc"
Atrue over eaders*i)
uestion roes/aut*ority
Grou) 4ay s)it into two or
4ore
STOR?
8*aenin 4et*ods of
workin
)en 3o44uni3ations
"ry to address issues NOR?
8arity in roes H res)onsibiities
A*arin infor4ation
$33e)t oas H tasks
S*a.in1
A*ared eaders*i)
8onfi3t resoution
8reative enery PERFOR?
Free fow of infor4ation
Ooint )robe4?sovin
Ooint a33ountabiities
Int".-D"!"n#"nc"
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FACILITATION SKILLS
'>'< Fac il it at o. ski ll s
(ey fa3iitator skis are outined in t*e ne!t se3tion6 @ere we are takin t*e eve of fa3iitator
ski into a33ount as )art of t*e )ro3ess of 3*oosin an a))ro)riate stye6
For e!a4)e, ot*er fa3tors 4ay suest takin an a))roa3* at t*e ri*t *and ede of Atye B6
@owever, t*e fa3iitator 4ay fee t*ey donDt *ave eves of ski or 3onfiden3e needed to work
wit* t*at deree of un3ertainty6 =t 4ay be safer to work 3oser to t*e Atye $ ede of t*e
3ontinuu46
"*e uestion t*en arises, IWi t*is a3*ieve t*e session )ur)oseCI6 =f not, t*e fa3iitator 4ay
need to
Work at t*e edes of t*eir 3o4fort one
Auest t*at t*e session is 3o?fa3iitated wit* so4eone 4ore 3o4fortabe in t*is stye
Auest anot*er fa3iitator is found6
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FACILITATION SKILLS
9' LEVELS OF WORKING
=n any rou) session, t*ins are *a))enin at severa eves at on3e6 "*e foowin is a si4)e
a))roa3* to des3ribin four different eves6
9'( L"7"l (3 St.5ct5."
"*is is t*e oranisation of t*e session ? )annin t*e ti4etabe, areein obEe3tives, )annin
breaks et36
St8l" A3 "*e fa3iitator )uts toet*er an aenda, ti4etabe, oranises breaks et36
St8l" %3"*e fa3iitator arees t*e stru3ture wit* t*e w*oe rou) before or at t*e
beinnin of t*e session
St8l" C3"*e fa3iitator aows t*e rou) to de3ide t*e stru3ture, before or at t*e
beinnin of t*e session
Fa3iitators 4ay aso 4ake stru3ture interventions durin a session ? for e!a4)e, if t*e rou)
is be3o4in weary, t*e fa3iitator 4ay introdu3e a break or neotiate 3*anes to t*e aenda6
9' L"7"l 3 Cont"nt
"*is is t*e subEe3t 4atter of t*e session6 "*e rou) 4ay t*e4seves be e!)erts or 4ay be
e!)e3tin t*e fa3iitator to 4ake e!)ert in)ut6
St8l" A3 "*e fa3iitator is a subEe3t 4atter e!)ert and )rovides 3onsiderabe in)ut on
3ontent
St8l" %3"*e fa3iitator aows t*e rou) to use its own subEe3t?4atter e!)ertise, but
intervenes w*ere ne3essary wit* infor4ation and ideas
St8l" C3"*e rou) de)ends entirey on its own e!)ertise6 "*e fa3iitator ony
intervenes at ot*er eves
9'9 L"7"l 93 P.oc"ss
"*is is *ow t*e 3ontent is *anded6 =t 4ay invove t*e introdu3tion of for4a )ro3esses ike
3ause/effe3t anaysis, or infor4a )ro3esses of 3onsensus buidin and 3onfi3t *andin6 "*is
is t*e eve at w*i3* 4ost fa3iitation takes )a3e6
St8l" A3 "*e fa3iitator introdu3es t*e )ro3esses t*ey t*ink are best for t*e issue
St8l" %3"*e fa3iitator aows t*e rou) to suest )ro3esses and arees w*i3*
)ro3ess to use
St8l" C3"*e rou) de3ides w*i3* )ro3esses to use and 3as on t*e fa3iitator to *e)t*e4 a))y it
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FACILITATION SKILLS
9'; L"7"l ;3 R"lations*i!
"*is is t*e 4ost sensitive eve of fa3iitation6 =t reates to t*e inter)ersona be*aviour between
)arti3i)ants6 "o intervene at t*is eve reuires e!3eent skis in+
&istenin
>bservin
uestionin and su44arisin
:eutray and obEe3tivey des3ribin be*aviour and its i4)a3t
i3itin and ivin feedba3k
"*is is not an area for t*e faint?*eartedS @owever, in tea4?buidin, 3onfi3t resoution and
3o44uni3ation sessions, rea )roress 3an rarey be 4ade wit*out t*is eve of fa3iitation6
St8l" A3 "*e fa3iitator 3o44ents dire3ty on )arti3i)antsD be*aviour and its i4)a3t,
and 4ay ive advi3e6
St8l" %3"*e fa3iitator ei3its des3ri)tions and inter)retations of be*aviour fro4 t*e
rou), and stru3tures t*ose into *e)fu feedba3k
St8l" C3"*e rou) 4anaes its own reations*i)s6 "*e fa3iitator ony intervenes
w*en reuested
9'< D"ci#in1 i+ an# *o to int". 7"n"
"*e skied fa3iitator needs to de3ide+
W*ic* l"7"ls a." a!!.o!.iat" +o. t*"i. int".7"ntion3 =t 4ay be, for e!a4)e, t*at
t*ere are serious issues around reations*i)s in t*e rou)6 @owever, it 4ay not bewit*in t*e re4it of t*e fa3iitatorDs 3ontra3t and/or t*e session )ur)ose
W*at st8l" to 5s" at "ac* l"7"l3 For e!a4)e, a fa3iitator 4ay use Atye $ to
stru3ture and oranise t*e session but use )arti3i)ative Atye B a))roa3*es tofa3iitate it6
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FACILITATION SKILLS
;' FACI LI TATOR SKILLS AND RESO&RCES
;'( Facilitato. skills
Fa3iitation skis in3ude t*e foowin+
Askin1 @5"stions "*e fa3iitator asks o)en?ended, 3arifyin and, o33asionay, 3osed
uestions to uide t*e dis3ussion, and to e!)and bot* t*e fa3iitatorLs and t*e )arti3i)antsL
understandin, of t*e subEe3t bein dis3ussed6 >)en?ended uestions usuay bein wit*
Jw*atK, J*owK, Jw*enK, Jw*ereK and are )osed in a way in w*i3* t*e )arti3i)ants 3annot
answer JyesK or JnoK, but 4ust e!)and t*e base of infor4ation6 8arifyin uestions are )osed
in order for t*e fa3iitator to be3o4e 4ore 3ear about t*e situation and often bein wit*
Jw*i3*K, Jw*yK Jdo you 4ean to sayNK, et36 8osed uestions 3an be answered JyesK or JnoK
and are asked to et s)e3ifi3 infor4ation6
Pa.a!*.asin1 "*e fa3iitator, usin *er/*is own words, refe3ts w*at t*e )arti3i)ant is
sayin and *ow t*e )arti3i)ant is feein6 "*e )ur)ose of )ara)*rasin is to deter4ine if t*e
fa3iitator understands w*at t*e s)eaker is tryin to et a3ross, and aso, t*e affe3tive
.e4otiona as)e3t of w*at is bein s*ared6 "*is ives t*e s)eaker t*e o))ortunity toa3knowede t*e istenerLs understandin, or to 3orre3t it6 =t aso *e)s ot*er )arti3i)ants be
3ear about w*at *as been said6 "*is ski is e!tre4ey usefu w*en 3arifyin and
understandin a )robe4 or situation6
S522a.isin1 - "*e fa3iitator, at key 4o4ents durin t*e 3ourse of t*e trainin session or
4eetin, identifies and verbaises t*e )rin3i)e ee4ents or detais of t*e dis3ussion u) to t*at
)oint6 "*e )ur)ose of su44arisin is to end one )*ase of t*e dis3ussion and eit*er ter4inate
or 4ove on to t*e ne!t )*ase6 Au44arisin is vauabe in 3ontroin t*e )a3e of a session
and kee)in t*e dis3ussion on tra3k6
Enco5.a1in1 "*e fa3iitator, t*rou* fa3ia e!)ressions, body anuae, and 3o44ents,
en3ouraes t*e s)eaker to say 4ore about t*e situation6 W*en en3ourain anot*er to
s)eak, t*e fa3iitator s*oud be aware of be*aviours, w*i3* are a3tuay en3ourain to t*e
ot*er, as we as t*ose w*i3* 4ay be dis3ourain6
Re4ain n"5t.alon 3ontent and be acti7"in suestin / dire3tin t*e )ro3ess6
Acknol"#1"individua needs, but stay fo3used on rou) needs / oas6
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FACILITATION SKILLS
;' Ac*i"7in1 Cons"ns5s
$t key ti4es, *e) t*e rou) identify areas of 3onsensus+
$sk if t*ey are at a )oint w*ere t*ey 3an 4ake a de3ision
Au44arise t*e de3ision
W*en rea3*in 3onsensus is tou*er, take a3tions to *e) )eo)e 4ove to a
3onsensus by verifyin areas of aree4ent6
;'9 Facilitatin1 Disa1.""2"nt
Be a )ositive for3e in fa3iitatin disaree4ents+
Au44arise 4aEor )oints of disaree4ent or key aternatives
$sk ea3* )erson to state w*at de3ision t*ey woud re3o44end if it were u) to t*e4
aone
$sk )eo)e to 3onsider t*e 4ain reason t*atLs kee)in t*e4 fro4 disareein
$sk for a vote, 3arefuy 3onsiderin t*e )uses and 4inuses of t*is a))roa3*
L'E'A'D
Lead wit* a 3ear )ur)ose
E4)ower ot*ers to )arti3i)ate
Ai4 for 3onsensus
Dire3t t*e )ro3ess, :>" 3ontent
;'; R"ac*in1 C ons "ns5s an# Clos5."
;';'( W*" n t o & s" Cons "ns5s
8onsensus is not aways t*e best stratey6 =n so4e 3ases, rea3*in 3onsensus does not
resut in a better de3ision or out3o4e6 Grou) 4e4bers are 3a)abe of unani4ousy areein
on a 3o4)etey in3orre3t soution to a )robe46 >n 3ertain o33asions, *owever, 3onsensus
re4ains a *i*y desirabe oad6 W*en a rou) 4ust 4ake an i4)ortant de3ision t*at
reuires t*e 3o44it4ent of a 4e4bers, 3onsensus is t*e best a))roa3*6
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FACILITATION SKILLS
"*e )ro3ess of rea3*in a 3onsensus takes ti4e and s*oud not be rus*ed6 "*e )ro3ess
works best w*en it *as been 3arefuy )anned, w*en t*e instru3tions are 3ear, and w*en t*e
fa3iitator is skied in usin su3* eaders*i) te3*niues as brainstor4in and )robe4
abein6 Atudies *ave s*own t*at rou)s usin a syste4ati3, rationa 4et*od to 4ake
de3isions and sove )robe4s 4ake *i*er?uaity de3isions t*an rou)s t*at do not )ro3eed
rationay6 "*e fa3iitator )ays a 3riti3a roe in seein t*at t*e rou) uses a rationa 4et*od
and a stru3tured )ro3ess6
)o to ?ak" Cons"ns5s Wo.k
"o 4ake 3onsensus work, t*e eader 4ust be3o4e skied at se)aratin t*e 3ontent of t*e
tea4Ls work .t*e task itsef fro4 t*e )ro3ess .*ow t*e tea4 oes about doin t*e task6
>ne of t*e fa3iitative eaderLs key res)onsibiities is to *e) ot*ers sove t*eir own )robe4s6
"*e eader w*o wants *is or *er tea4 4e4bers to be3o4e skied at )robe4 sovin wi
tea3* t*e4 a )ro3ess for sovin )robe4s, wit*out sovin t*e )robe4s for t*e46
; '; ' T*" P.o6l"2-Sol7in1 P.oc"ss
"*e )robe4?sovin )ro3ess invoves t*e foowin ste)s, ea3* of w*i3* reuires rou)
)arti3i)ation+
=dentify t*e )robe4 or oa6
Generate aternative soutions6
stabis* obEe3tive 3riteria6
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FACILITATION SKILLS
Establish objective criteria. W*at obEe3tive and 4easurabe 3riteria 4ust t*e soution
4eetC
Decide on the alternative that best fits the criteria. @ow we does ea3* aternative 4eet
our 3riteriaC W*i3* soution best fits t*e 3riteriaC =s t*is t*e best de3isionC
Implement the decision. W*o needs to do w*at and by w*enC
Evaluate the solution. @ow we did t*e soution sove t*e )robe4C
First, e!)ain t*e )ur)ose of ea3* )ro3ess to t*e rou)6 Ae3ond, 4otivate t*e rou)
4e4bers to be3o4e 4eaninfuy invoved6 "*ird, ai4 for?but do not rus*?3onsensus6 $ow
ti4e for 4eanderin, disaree4ent, and dis3ussion6 Move t*e rou) 4e4bers to 3onsensus
by askin J
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FACILITATION SKILLS
@ave ea3* )erson write down )rivatey as 4any ideas as *e or s*e 3an t*ink of, no
4atter *ow far?fet3*ed, t*at 4i*t sove t*e )robe4 or answer t*e uestion6
.Ao4eti4es t*e 4ost far?fet3*ed ideas ins)ire t*e best soution6
Re3ord and )ost a ideas wit*out dis3ussin or evauatin t*e46
n3ourae )eo)e to buid on one anot*erLs ideas and 3ontinue re3ordin and )ostin
a ideas6
8arify t*e ideas6 Give everyone a 3*an3e to ook at t*e ideas and ask uestions
about t*e 4eanin of any idea6
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FACILITATION SKILLS
I2!l"2"ntin1 t*" D"cision
"*e ne!t ste) is to break down t*e best aternative into 4anaeabe tasks, t*ins t*at 4ust
be done to )ut t*e de3ision into effe3t6 "*e uestion is JW*o needs to do w*at and by
w*enCK
E7al5atin1 t*" Sol5tion
>ne of t*e 4ost i4)ortant t*ins a eader?fa3iitator 3an do to deveo) a 4ature tea4 is to etit to evauate its own )roress6
$t first, t*e fa3iitator s*oud buid ti4e for evauation into t*e rou) 4eetins6 &ater, as t*e
tea4 4atures, 4e4bers wi undoubtedy initiate t*eir own evauation6
@ere are so4e uestions to use in evauatin t*e resuts of a task and *ow we )eo)e
worked toet*er+
W*at went we as far as t*e task is 3on3ernedC
W*at s*oud we do differenty ne!t ti4e as far as t*e task is 3on3ernedC
W*at went we as far as t*e tea4Ls workin toet*er is 3on3ernedC @ow s*a we work toet*er differenty ne!t ti4eC
; '; '; K""!in1 P"o!l" on T.ack
W*en a rou) is invoved in a )robe4?sovin session, t*e fa3iitator is res)onsibe for
kee)in t*e rou) 4e4bers on tra3k6 "o bein wit*, t*e fa3iitator 4ust ive 3ear dire3tions
about *ow to 3arry out ea3* ste)6 @e or s*e wi aso need to steer )eo)e ba3k to t*e to)i3
w*en t*ey wander6 For e!a4)e, durin t*e brainstor4in )ro3ess, )eo)e wi naturay want
to dis3uss t*e ideas as t*ey are enerated instead of waitin unti ater6 >r w*en t*e rou) isestabis*in 3riteria, )eo)e are ikey to bein dis3ussin t*eir advantaes and
disadvantaes6 =n eit*er 3ase, t*e fa3iitator wi need to intervene
;';'< G"t tin1 t o C los5."
$t severa )oints in t*e )robe4?sovin )ro3ess, 3onsensus 4ust be rea3*ed before t*e ne!t
ste) beins6 $t ea3* Eun3ture, t*e fa3iitator s*oud state w*at t*e rou) *as areed on and
t*en 3*e3k wit* t*e rou) to 4ake sure t*e state4ent is a33urate6 "*e best way to 4ake
sure everyone *as areed to t*e sa4e t*in is to write out w*at was de3ided and )ost it for a
to see6 =f a3tion )annin is )art of t*e rou)Ls work, for e!a4)e, ist t*e a3tions t*at 4ust be
)erfor4ed, t*ose w*o wi undertake t*e a3tions, and t*e deadines for 3o4)etin t*e46
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FACILITATION SKILLS
t*er 'sefu "e3*niues
;'< P.io.itisin1
$ rou) freuenty *as too 4any issues at *and, too 4any )robe4s t*at need to be
addressed, or too 4any oas to dea wit* a at on3e6 W*en su3* is t*e 3ase, )rioritisin wi
*e)6 "*e first ste) is to 3o4)ie a ist of w*at needs addressin and abe ea3* ite4 in
seuen3e wit* a etter of t*e a)*abet6 "*en o)en u) a dis3ussion by sayin JW*i3* of t*ese
s*oud *ave t*e *i*est )riority for our tea4 nowCK $fter rou) 4e4bers *ave *ad a 3*an3e
to t*ink about and dis3uss t*e uestion, ask t*e4 to )i3k t*ree ite4s .or four or five,w*i3*ever see4s a))ro)riate t*at t*ey t*ink deserve t*e *i*est )riority6 $sk ea3* 4e4ber
to write t*e etters of t*ese ite4s on a K ! K 3ard t*at you distribute6
"o 3o4)ie t*e resuts, you 3an *ave ea3* )erson )ut one 4ark on a news)rint s*eet beside
t*e ite4s *e or s*e 3*ose or 3oe3t t*e 3ards and tay t*e resuts durin a break6 @ave t*e
4e4bers work as a rou) to )i3k t*e t*ree to five ite4s t*at re3eived t*e 4ost votes6
>n3e t*is fina votin is finis*ed, )i3k t*e to) t*ree to five vote etters and ask, J8an everyone
su))ort .na4e t*e ite4s as our *i*est )riorityCK Write t*ese ite4s on a se)arate fi)3*art
s*eet as a re3ord of t*e rou)Ls de3ision6
$n aternative is to *ave ea3* )erson assin )oints to *is or *er own to) ite4s6 Give ea3*
)erson a tota of ten )oints to distribute, wit* t*e 4ost for t*e *i*est?)riority 3*oi3e and t*e
east )oints for t*e owest?)riority 3*oi3e6 ."*e fa3iitator 3an de3ide w*et*er to aow )eo)e
to assin eroes6 @ere are so4e e!a4)es+
Fi.st !".son3
8 5 )oints
F 2 )oints
G 1 )oint
S"con# !".son3
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FACILITATION SKILLS
$ 2 )oints
R # )oints
M 0 )oints
"ay t*e )oints for ea3* ettered ite46 "*e ones wit* t*e *i*est nu4ber of )oints are t*e
*i*est?)riority ite4s6
;' A."as O+ Con+lict
"*e foowin is e!3er)ted fro4 J"*e $rt of 8reative Fi*tin,K an arti3e by @6B6(ar)6 Ai4)e
and )ra3ti3a, t*ese )oints wi be usefu to kee) in 4ind w*ie dis3ussin and e!)orin
issues and )robe4s6
8onfi3t 4ay be des3ribed as a situation in w*i3* oneLs views or wis*es differ fro4 t*ose of
ot*ers6 :eit*er ri*t nor wron, ood nor bad, 3onfi3t is absoutey unavoidabe in a nor4a,
a3tive ife6 @ow it is 4anaed *owever, freuenty deter4ines w*et*er 3onfi3t is )ositive or
neative6 W*en 4anaed effe3tivey, 3onfi3t a3tuay be3o4es a vita asset in t*at it )rovides
a )ri4e sour3e of enery and 3reativity wit*in a syste46
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Four 4aEor 3ateories over w*i3* 3onfi3t arises are des3ribed beow, in des3endin order of
t*e obEe3tivity invoved6
Fact
8onfi3t over fa3t is t*e 4ost freuent, t*e 4ost obEe3tive in nature, t*e east voatie, and by
far t*e easiest to resove6 Au3* 3onfi3t 3entres u)on what a thing is or not.'suay, resoution
is a3*ieved by 3o4)arin t*e obEe3t of t*e 3onfi3t wit* a standard or by referrin to a
4utuay a33e)ted aut*ority6 For e!a4)e, if one )erson beieves t*at a s)e3ifi3 obEe3t is a
*a44er and anot*er beieves it to be an a!e, resoution is si4)e to a3*ieve+ one need
4erey obtain a )i3ture of bot* and *od t*e4 ne!t to t*e obEe3t in uestion6
ethod
8onfi3t over 4et*od is a itte 4ore subEe3tive and voatie t*an 3onfi3t over fa3t6 "*ose
invoved disaree over a )ro3edure and t*us are in 3onfi3t over what is to be done and/or
how it is to be done.$t*ou* )ersona o)inion enters into t*e )ro3ess, t*e 3onfi3t 4anaed
obEe3tivey for t*e 4ost )art6 For e!a4)e, a 3onfi3t over t*e way to 3ondu3t a saes
3a4)ain 3an be resoved 4ost easiy by a3*ievin 4utua aree4ent on 4arket 3onditions,
advertisin, staff 3a)abiities, budet 3onstraints, and so fort*6
!bjectives
ven 4ore subEe3tive t*an t*e ty)es )reviousy dis3ussed, 3onfi3t over obEe3tives *as as we
a reater )otentia for voatiity6 "*is ty)e of 3onfi3t 3on3erns what is to be accomplished and
is *arder fou*t be3ause it in3or)orates *i*er derees of 3o44it4ent and risk in ter4s of
bot* )ersona and oranisationa variabes6 For e!a4)e, w*at is best for t*e 3o4)any .t*e
ne!t )roEe3t, 4ay be3o4e intertwined wit* w*at is best for a )arti3uar e4)oyee .t*e ne!t
)ro4otion6 8riti3a to 4anain t*is ty)e of 3onfi3t is t*e re3onition t*at t*e subEe3tiveee4ents invoved are as eiti4ate as t*e obEe3tive ee4ents6
"alues
$t t*e *i* end of subEe3tivity ies 3onfi3t over vaues t*e 4ost voatie ty)e be3ause it
)ertains to right and wrong.Mis4anaed 3onfi3ts over vaues 3an resut in divor3es and even
wars6 W*ie it 4ay be wise to du3k su3* 3onfi3ts if at a )ossibe, w*en t*ey are unavoidabe
t*e best ta3ti3 is to obEe3tify t*e issue by deain wit* be*aviours or events t*at arise fro4 t*e
vaue rat*er t*an wit* t*e vaue itsef6 For e!a4)e, *eated aru4ents over t*e 4oraity of
3a)ita )unis*4ent often ends in rae, sef?ri*teousness, and 4ora indination6 @owever,
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dis3ussions of 3a)ita )unis*4ent wit*in t*e 3onte!t of deterrent effe3ts and ea
ra4ifi3ations *ave a so4ew*at better 3*an3e of rea3*in aree4ent and resoution6
;'> '( )an#l in1 G.o5! An# O.1anisat ional Con+ l ic t
=n any rou), 3onfi3t is inevitabe be3ause different )eo)e *ave different view)oints6 =n a
work rou) or oranisation, )arti3uary, rou) 4e4bers see t*e needs of t*e oranisation
differenty be3ause of t*eir different Eob orientations6
$ saes re)resentative and a 4anufa3turin 4anaer for e!a4)e *ave different Eobs+ t*e
saes re) wants to )ro4ise s)eedy deivery .a key )oint in 4akin t*e sae, w*i3* 4eans
are inventories in 4any fied o3ations6 "*e 4anufa3turin 4anaer, on t*e ot*er *and,
wants to kee) inventories ow sin3e t*ey tie u) 4aterias, storae s)a3e, and )rodu3tion
s3*edues6 $ natura 3onfi3t e!ists between t*e 4arketin and 4anufa3turin divisions, and
4anae4ent 4ust find a way to *ande t*ese differen3es )rodu3tivey6
Ao4e 4e4bers of a 3*ur3* 3onreation 4ay want t*e 3*ur3* to 3on3entrate on aidin t*e
)oor, w*ie ot*er 4e4bers t*ink t*e 3*ur3* s*oud fo3us on t*e s)iritua needs of t*e
3onreation6 "*e 4inister is 3au*t in t*e 4idde of t*ese fa3tions and 4ust resove t*e
3onfi3t6
ven in 4arriae t*e Jrou)K t*at, oi3ay, s*oud be 4ost inti4atey 3on3erned wit*
4utua *e) and ove for its 4e4bers t*ere are disaree4ents and differen3es6 Few 4arried
)eo)e wi testify t*at t*eir 4arriae is free fro4 3onfi3t6
)"alt*8 Con+lict
Ain3e 4ost 3onfi3t is natura, t*e oa of t*e rou) is not to ei4inate 3onfi3t, but to view it as
essentiay *eat*y6 =t 3an be *anded and resoved 3onstru3tivey6 "*e rou) or oranisation
is en*an3ed by e!)orin differen3esQ new ideas and new earninLs resut6 'suay w*en
3onfi3t arises and is deat wit* o)eny, )eo)e are sti4uated to 3reativity, aternatives are
3onsidered, better ideas 3o4e fort*, and a better 3ourse of a3tion resuts6
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;'>' Wa8s o+ #"alin1 it* o.1anisat ional con+l ict
"*ere are five 3o44on ways of deain wit* oranisationa 3onfi3t6 $ny one 4et*od of
deain wit* 3onfi3t wi not a))y to a situations or a )ersonaities6 "*e eader in a rou)
4ust 3onsider w*en to e4)oy w*at stye, and wit* w*o46 =f a eader *as used one 4et*od
su33essfuy, *e 4ay use it to e!3ess6 &earnin about t*e aternative 4eans of *andin
3onfi3t ives us a wider 3*oi3e of a3tions to e4)oy in any iven situation and 4akes us fee
better abe to taior t*e res)onse to t*e situation6
(' D"nial o. Wit*#.aal
Wit* t*is a))roa3*, a )erson atte4)ts to Jet rid ofK 3onfi3t by denyin t*at is e!ists6 @e
si4)y refuses to a3knowede it6 'suay, *owever, t*e 3onfi3t does not Jo awayKQ it rows
to t*e )oint w*ere it be3o4es a but un4anaeabe6 W*en t*e issue or t*e ti4in is not
3riti3a, denia 4ay be t*e 4ost )rodu3tive way of deain wit* 3onfi3t6
' S5!!."ssion o. S2oot*in1 O7".
JWe run a *a))y s*i) *ere6K J:i3e )eo)e donLt fi*t6K $ )erson usin su))ression )ays down
differen3es and does not re3onise t*e )ositive as)e3ts of *andin t*e 3onfi3t o)eny6 $ain,
t*e sour3e of t*e 3onfi3t rarey oes away6 Au))ression 4ay, *owever, be e4)oyed w*en it
is 4ore i4)ortant to )reserve a reations*i) t*an to dea wit* an insinifi3ant issue t*rou*
3onfi3t6
9' Po". o. Do2inanc"
Power is often used to sette differen3es6 "*e sour3e of t*e )ower 4ay be vested in oneLs
aut*ority or )osition .in3udin referra to Jt*e syste4,K *i*er su)ervision, and so on6 Power
4ay take t*e for4 of a 4aEority .as in votin or a )ersuasive 4inority6 Power strateies,
*owever, resut in winners and osers, and t*e osers do not su))ort t*e fina de3ision in t*e
sa4e way t*at winners do6 Future 4eetins of a rou) 4ay be 4arred by t*e 3ons3ious or
un3ons3ious renewa of t*e strue )reviousy JsettedK by t*e use of )ower6 =n so4e
instan3es, es)e3iay w*ere ot*er for4s of *andin 3onfi3t are 3eary ina))ro)riate, )ower is
effe3tive6 otin is used in nationa ee3tions, for e!a4)e, and Jt*e awK a))ies euay to a6
;' Co2!.o2is" o. N"1otiation
$t*ou* often rearded as a virtue in our 3uture, 3o4)ro4ise .Jou ive a itte, =L ive a
itte, and weL 4eet ea3* ot*er *afwayK *as so4e serious drawba3ks6 Barainin often
3auses bot* sides to assu4e an infated )osition, sin3e t*ey are aware t*at t*ey are oin to*ave to Jive a itteK and want to buffer t*e oss6 "*e 3o4)ro4ise soution 4ay be watered
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down or weakened to t*e )oint w*ere it wi not be effe3tive6 "*ere is often itte rea
3o44it4ent by any of t*e )arties6 et t*ere are ti4es w*en 3o4)ro4ise 4akes sense, su3*
as w*en resour3es are i4ited or it is ne3essary to foresta a win?ose situation6
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W*en you 3an 3onstru3tivey and )ositivey *ande t*e situation in front of t*e rou), do so to
4aintain )rodu3tivity, *ere are so4e suestions+
JMatt, youLve 4ade severa fine )oints today6 :ow = woud ike to *ear 3o44ents fro4
so4eone eseK6
J(at*y, you 4ade t*at )oint earier6 Aee, itLs re3orded on t*e fi)sK6
JOi4, is t*ere so4et*in you and Bi woud ike to s*are wit* t*e rest of t*e rou)CK or
JOi4 and Bi, =Ld ike to *ave ony one 4eetin at a ti4eK6 Move towards t*ose
enaed in t*e side 3onversation and t*en wait unti t*ey sto)6
JAue, it see4s t*at you donLt aree we s*oud take t*is a))roa3*6 W*yC W*at woud
you ike to see *a))enCK "*is te3*niue ives t*e )erson t*e 3*an3e to vent feeins
and ives ot*ers a 3*an3e to address t*e )ersonLs 3on3erns6
$sk a wit*drawn, overy uiet )erson to *e) you6
"*ere are ot*er ty)es w*i3* 3an 3reate )robe4s, t*e overy takative )erson w*o 3o44ents
too freuenty is one of t*e46 >t*ers et dis3ouraed or frustrated waitin for *i4 or *er to
finis*, and t*e rou) oses t*e benefit of ot*er view)oints6 "*is )erson 4ay be a s*ow?off or
a windba6 @e or s*e 4ay aso be e!3e)tionay we infor4ed and eaer to 3ontribute6
Reardess, w*en t*is )erson do4inates t*e 4eetin, t*e rou)Ls enery eve wi o down,
and ot*ers wi wit*draw6 Ao4eti4es t*e rou) 4e4bers wi 3orre3t t*is ty)e of )erson, but
w*en t*ey do not, t*e fa3iitator 4ust intervene to 4aintain )rodu3tivity6 $s t*e fa3iitator, you
3an 3ut a3ross t*is )ersonLs tak wit* a su44arisin state4ent and a dire3t uestion to
so4eone ese for e!a4)e+ J"*atLs an interestin )oint now etLs *ear fro4 OenniferK6
$not*er kind of )erson w*o )oses a )robe4 is t*e one w*o ra4bes w*o taks about t*ins
ot*er t*an t*e subEe3t, used farfet3*ed anaoies, or ets ost before rea3*in t*e )oint6
W*en a ra4ber sto)s for breat*, t*ank *i4 or *er, refo3us attention by restatin t*e reevant
)oints and re4indin t*e rou) of itLs obEe3tive, and 4ove on6 ou 4ay indi3ate, JKWe need
to et ba3k to our subEe3tK6
>t*er )eo)e 4ay be inarti3uate6 "*ey *ave 3ontributions to 4ake but a3k t*e abiity to )ut
t*ose 3ontributions into t*e )ro)er words6 ou 3an *e) out by istenin and t*en restatin t*e
)ersonLs ideas+ J&et 4e re)eat t*atK6 @e) su3* a )erson e!)ress *is or *er ideas so t*ey
4ake sense to t*e rou)6
$ different )robe4 o33urs w*en so4eone Eust wi not tak6 "ry to deter4ine w*at is
4otivatin t*e )erson, w*et*er boredo4, indifferen3e, ti4idity, or feeins of su)eriority orinse3urity6 =s t*e )erson new to t*e rou) or fro4 a 3uture t*at beieves it is rude to Eu4) in
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or interru)t so4eone eseC our a3tion wi de)end on t*e 4otivation6 Aeek suitabe ways to
invove t*e )erson6 $sk dire3t uestions t*at you are sure t*e )erson 3an answer6 $sk for *is
or *er aree4ent or o)inion on views e!)ressed by ot*ers6
"*e obstinate individua is one w*o wi Eust not bude6 @e or s*e does not see t*e )oint and
wi not o aon wit* t*e rest of t*e rou)6 "ry to et t*e ot*ers to *e) t*is )erson see t*eir
)oint of view6
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