This module provides individuals with the opportunity to enhance
their existing capabilities by exploring the meaning, principles,
characteristics, and skills of facilitative leadership. The goal
is to have participants start the process of transferring new
or existing knowledge and skills of group facilitation to home
situations to improve group productivity and effectiveness.
(In the absence of an overhead projector, and given a small enough
group, the trainer may need to prepare additional newsprint pages
that correspond to the transparencies.)
Participants should be seated in groups at round tables of six
to eight people each. Participants must be able to move around
to convene in various configurations of smaller groups to work
on tasks. The room should be large enough for small groups to
work without disturbing one another. Otherwise, an appropriate
number of breakout rooms may be used.
Review with participants T-3.3 "What is a Facilitator?" (T-3.3 What is a Facilitator?)
Ask them to think of the very best facilitator they have ever heard about or seen.
Set a time limit of 3-5 minutes and ask the co-trainer or a participant to keep time.
B. Run the Exercise (5 minutes)
Following the rules of brainstorming, have the group respond to the following question: "Generate a list of characteristics or attributes of effective facilitators." Post the question in the front of the room.
Record each response on newsprint.
C. Process the Exercise (5 minutes)
Ask participants for their observations about the items on the list.
You can stimulate a brief discussion with the following questions:
What are the benefits to a group when these characteristics are present?
What are the deficits for a group when these qualities are lacking?
It is important to know what a facilitator's function is when she/he is facilitating.
Group members as well as the facilitator may use the facilitative techniques covered in this workshop.
Behaviors of a facilitator (T-3.4 Facilitator Behaviors; RS-3.1 The Facilitator):
does not evaluate ideas
helps the group focus its energies on a task
suggests methods and procedures
protects all members of the group from attack
helps find win/win solutions
makes sure that everyone has the opportunity to participate.
B. Responsibilities of a Facilitator
The facilitator is responsible for helping the group clarify its goals or desired outcomes.
The facilitator helps the group members use the same tool at the same time on the same problem to accomplish its goals or outcomes. Sometimes this involvement means helping the group change directions and redefine its goals and desired outcomes.
C. Facilitator Techniques
T-3.5 Facilitator Techniques
Define your role.
Seek agreement on the problem and the process.
Use boomerang questions.
Be positive.
Support the recorder.
Don't be afraid to make mistakes.
D. Difference Between Content Expert and Facilitator
T-3.6 Content Expert vs. Facilitator
Content Expert role:
Presents information
Provides the right answers
Promotes one-way communication
Is leader-centered.
Facilitator role:
Guides discussion
Provides the right questions
Promotes two-way communication
Is group-centered.
E. Difference Between Leader and Leadership
There is a difference between leader and leadership.
Leadership refers to a process, whereas leader refers to a position within the group structure or to a person who occupies such a position.
Facilitation is a leadership skill that can be used by a group member, a peer, or a group leader such as a chairperson.
In RS-3.2: "The Ideal Facilitator" there is more information on the role of the facilitator (RS-3.2 The Ideal Facilitator).
Refer to the Presentation Assignment from Day One. (Display newsprint from Day One). Explain that this is the session in which they will make their 2-minute presentations on what influenced them from Day One.
Explain that participants may sometimes be called upon to facilitate a meeting only or to make a presentation. Often, they may be called upon to do both in the course of an event much as the trainers for this two-day workshop are doing.
In this segment, they are also going to be asked, in addition to making their presentations, to give a brief introduction of themselves as facilitators. This introduction should be a few brief sentences based on "Introducing Yourself as a Facilitator" (RS-3.3) (RS-3.3 Introducing Yourself as a Facilitator).
Explain that the purpose of the exercise is to provide an opportunity for practice in presenting as well as in explaining the role of the facilitator.
Demonstrate the process of introducing themselves as facilitators and of giving their presentations. (Trainer A gives a few sentences introducing his/her role as the facilitator and then introduces the presenter. Trainer B, as the presenter, gives the presentation on what he/she was influenced by on Day One. It is not necessary for Trainer B to give the full two-minute presentation - just a couple of sentences.)
Explain that they will give each other brief feedback during the exercise. Introduce feedback as a way of giving someone specific, descriptive information on their performance. Give an example of descriptive feedback for what was effective: "Your voice was clear and the volume just right for me to understand what you were saying." Do the same for feedback on what was less effective: "You only looked at the right side of the room and sitting on the left side of the room, I felt left out."
B. Run the Exercise (40 minutes)
Have participants form groups of six and select a partner.
In turn, one person from the pair, introduces him/herself as "the facilitator" and then introduces his/her partner who delivers a two-minute presentation. They trade roles and the person who just did the presentation does his/her facilitator introduction and the other person delivers his/her two-minute presentation.
Have each group select timekeepers to call time at the end of two minutes for the presentations and to keep the group moving.
The process continues until all pairs in the small group have had a turn to do the facilitator introduction and the two-minute presentation.
Ask each person to jot down one thing they thought they did that was effective and one thing they would like to improve. Have them pair off with someone in their group, share their self-feedback and get feedback from the other person for 2 minutes each.
C. Process the Exercise (10 minutes)
Reconvene the large group.
Lead a discussion on the experience. Some questions might include:
"What was the hardest aspect of the presentation for you?"
"What surprised you about your presentation?"
"What was most clear and most confusing about explaining the role of the facilitator?"
"What do you want to work on based on this experience?"
Group dynamics is the scientific study of group behavior to advance our knowledge about the nature of groups, group development, and the interrelations between groups and individuals, other groups, and larger entities.
It is important for facilitators to understand and be able to use their knowledge about group dynamics in order to guide the group toward a positive working climate.
B. Phases of Group Development
Groups change over time. It is important for facilitators to note that people who join together for any length of time develop as groups.
When groups develop, they go through phases. As a facilitator you may get to work with a group, or be a member of a group during various developmental phases.
All groups have a life cycle of their own which means that different groups will go through the phases in different time periods and in different ways than other groups.
Knowing that groups pass through phases, or periodically re-enter phases of development, will help facilitators choose the most appropriate intervention.
The facilitator must also be able to recognize where a group is in its development to intervene in ways that move the group forward.
Phases of Group Development
FORMING - Focus is on interpersonal relations, dependence on leader, need to develop mission, goals, trust, norms, and sense of inclusion. This is an orientation phase (T-3.7 & RS-3.4: Phases of Group Development).
STORMING - Conflicts may emerge in personal relationships as part of building cohesion and harmony. Control issues emerge. This is an organization phase.
RENORMING - Group begins sharing information more productively, actual work begins, and there is a sense of teamwork, increased personal openness, and trust. Data flow becomes a reality during this phase.
PERFORMING - Interdependence is experienced, as is collaboration, high commitment, and task function. This is a problem-solving phase for groups.
C. The Process vs. Content Distinction
T-3.8 &
RS-3.5: Process vs. Content
There are two basic dynamics that exist in all groups:
Content - the What
Process - the How
Remembering the difference is as easy as chewing gum. The gum is the content, the chewing is the process. For example, a list of community strengths is the content; using brainstorming as a method to generate this list is the process. Also a part of the process is the climate in which the activity occurs - do people feel free and spontaneous in the brainstorm or are they tense, guarded, and inhibited?
The facilitator can guide the process by suggesting a method to use. The group is responsible for the content.
This workshop will cover techniques that facilitators can use to help manage the group process.
Group process techniques are used to help a group accomplish its task and meet its goal.
They can be used as a planned part of a meeting and be incorporated into the agenda. For example: Generating Fund Raising Ideas - Brainstorm.
They can also be used to change the group dynamics in a more positive and productive direction. For example, use of individual or small group work when the group is bogged down or in conflict.
B. Some Group Process Techniques - A Tool Kit
T-3.12 & RS-3.9(1-4): Group Process Techniques
Brainstorming - used as an all-purpose technique for generating options or alternatives. You use the following procedure:
Clarify the question or topic to be brainstormed.
Defer all judgement until the process is over.
Encourage participants to "hitchhike" other people's ideas.
Record all ideas.
Then organize, group, and prioritize items according to criteria set by the group.
Response Rounds - Good to use if you anticipate a moderately high level of conflict will exist when the group discusses a particular topic. Also good when the majority of the group shares the same general opinion or when quieter members are being pushed out of the discussion. The procedure is:
a. Give the group members a task/question to work on individually.
Ask members to share their response one at a time. People are allowed to pass.
Record responses.
Repeat until people run out of responses.
Summarize each round of responses if appropriate.
Buzz Groups - Useful in situations that would benefit from small group discussion and creative energy. Good way to keep a group stimulated because you get to talk more in subgroups. Use the following procedure:
Break the large group into subgroups of 2-5 people.
Give them a clear question or task.
Set a time limit, ask subgroups to select a spokesperson and recorder.
Plan time for each group to report to the whole group using a spokesperson.
Post subgroup's work or record their responses when whole group reconvenes.
Whole group can process the exercise by picking out common or uncommon items or choosing its favorite, etc.
Silent Reflection Pause - This allows for reflective thinkers to be put on an equal level with the extroverted thinkers. This also allows for some peaceful silence following chaotic moments or conflict in the group. Procedure is:
Ask members to think about their response to a stated question or suggestion for a minute or two in silence.
Ask that they write down their responses without discussion.
Ask for comments one at a time in a random order, or for a round of responses in turn, giving people the right to pass if they wish.
Explain that each member of a small group of six to eight people will take turns facilitating a miniwork session with the small group.
Refer to RS-3.10 (RS-3.10 Skill-Building Practice) and explain that participants are to use one of the techniques reviewed in the previous section to accomplish one of the tasks listed on the handout or one of their own choosing.
Tell participants that each miniwork session will be 8-10 minutes and will be followed by a few minutes of feedback.
Remind participants that the feedback will focus on specific behaviors and consist of a balance of what worked well and what was less effective. Ask about their experience giving and receiving feedback in the previous exercise and see if there are any questions. (If participants had difficulty in giving feedback in the earlier exercise, give another example here such as, "When you didn't give Jane a chance to finish her sentence, I was frustrated," or, "When you stopped Kim from interrupting Jose, I was glad that people could express their thoughts without interruption.")
B. Run the Exercise (70 minutes)
Divide the large group into small groups.
Make certain each group has wall space or easel to post newsprint, newsprint, markers, and masking tape.
Give each group a few minutes for participants to select a topic and decide in what order they will proceed.
Have each group appoint timekeepers and a feedback director for each facilitation round. Each group should allot its time so that it can accommodate each member with practice time and allow time for feedback.
C. Process the Exercise (10 minutes)
Ask for participants' reactions to the exercise.
Specifically, ask what they learned:
About facilitation
About giving and receiving feedback
Point out the recommended readings in the participant manual and briefly summarize the facilitation portion of the workshop.
