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

http://esd.sp.edu.sg/onlineworkshop/index.html

Is this Facilitation?

Facilitation: A competency set to maximize learning effectiveness in groups

Training

Team Building

CoachingMentoring FACILITATION

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• 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?

Andragogical Model• 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: tounlock 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 thefunction 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

Affirmation/

learning

Arena Task related 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

• Quick thinking• Sensory acuity• Staying neutral• Empathic listening • Testing assumptions• Meaning making

• Managing information• Asking questions• Paraphrasing• Giving & receiving

feedback• Staying on track• Providing summaries

Use of Process ToolsOne of the main tasks in facilitation is the effective generation andmanagement of information. Process Tools help to manageinformation in a structured manner. It is important that the right toolsare used for the purpose in hand:

• Gathering/organising information (e.g., Process Flowchart, Force-Field 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 areorganised around lines, circles, boxes, graphs and pictures. They areused to enable groups, to bring together ideas and make decisions.” (Howell, J. L., 1997)

Stages in Conducting a Facilitation

1. Design & Preparation

2. Starting the Facilitation

3. Managing the Facilitation

4. Ending the Facilitation

5. 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 minutesis crucial in setting the mood and preparing folk forthe various activities that will comprise the programme

You must convey the following The purpose and scope of the session Ground rules and expectations Any other group/situation specific information

A bit like a first date

What’s going wrong – how?

3. Managing the Facilitation: Building Rapport

This involves a high level of competence in a range ofinterpersonal communication skills, quick thinking and the abilityto 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 makesense of the external cues from other people. We do thisthrough 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

You did a good job at (X), but I think you could improve (X) by doing (Y), andyour Z will be great – well done!

You did a good job at (X), and I think you could improve (X) by doing (Y), andyour Z will be great – well done!

Read the two versions below and identify what different meanings are communicated. How might this lead to different patterns of rapport?

Importance of the non-verbal domain

Body Language

55%

Words7%

Tone of Voice38%

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

• 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 infacilitation, 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

Blue Hat

Red Hat

Black Hat

Green Hat

Yellow Hat

MetacognitionOverview

FeelingsOwn view

NegativeLogical

PositiveOptimistic

CreativeNew ideas

Mind Maps can promote alltypes of thinking as well as aid memory and learning

White HatFacts onlyNo opinions

Plus-Minus-InterestingPLUS 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

Force-Field Analysis

Equilibrium

Forces driving change Forces resisting change

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

CurrentSituation

CurrentSituation

DesiredSituation

DesiredSituation

Potency: 5 4 3 2 1 1 2 3 4 5 :Potency

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 non-

participation)• 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 ResistanceThe right approach for dealing with resistance always consists of two steps

STEP 1Invite the resistor to express his/her resistance while you listen actively, show empathy (body language stuff) and paraphrase (wherenecessary). 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 2After all the main concerns have been acknowledged, ask questions toprompt the resistor to suggest solutions to the barrier. Ensure thequestioning 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:• 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