Facilitate to Make A Difference: Advanced Facilitation Skills ...

1. Facilitate to Make A Difference: Advanced Facilitation Skills for TCFF 2004 Regional Training Fall/Winter 2003

3. County Forum Steps Welcome & Video Small Group Discussion Break Large Group Discussion Entity Identification What’s Next?

4. Welcome & Video Greet and seat Welcome and overview of the evening Give out name tags Present importance of TCFF Show welcome video from Dr. Fehlis

5. Small Group Breakup and Directions Question: What are the critical issues facing people in our county over the next 5 years? Break into small groups using random numbers in Appendix B Send them off for small group discussion Give a supply bag to each group

6. Small Group Discussion30-45 minutes Identify a representative for each group Brainstorm and post all issues on the wall Discuss and combine similar issues Participants will use 10 colored dots to vote on the issues The representative will order issues by number of votes

7. Small Group Tips TIP: If a group writes an issue that is vague or unclear, ask the group what they mean. TIP: Emphasize that each issue should be written on a separate sheet of paper. TIP: Yellow markers do not show up on the paper! TIP: Write the question on a flip chart for participant referral.

8. Post All Issues

9. Break Group representatives will bring their group’s issues to the large group meeting area. Group representatives will combine issues and eliminate duplications. Write each issue on a large post-it and put it on the wall with the smaller pieces of paper next to them

10. Break Tips TIP: Provide refreshments TIP: Be careful not to lose the meaning of an issue when it is combined.

11. Combining Issues

12. Large Group Discussion30-45 minutes Explain summary of issues to large group. 2 minute summary from each group representative Consensus on issues Combinations and eliminations Take down small sheets

13. Large Group Continued Other combinations or eliminations? Remind them that combinations might help their issue to receive more votes, but they can leave it for clarity and specificity Discussion Timer comes in handy Allow each participant to speak for only 30 seconds

14. Large Group Continued Voting 10 colored dots for each participant Stick dots to post-it paper They can distribute their votes however they wish.

15. Large Group Continued Rearrange the issues in order of the most to least votes There should be a clear break between those issues that received a lot of votes and those that received few

16. Large Group Tip TIP: Set time limits up front so that discussion doesn’t go too long. TIP: Set ground rules of only 30-45 second presentations by each person TIP: Facilitate not Participate

17. Entity Identification - 15 minutes The forum will now focus on the top issues. Question: Which entities (agencies, organizations, community groups, etc.) are positioned to best address these issues? Write entity suggestions next to each issue as participants make suggestions.

18. What’s Next? Explain that results will be entered into a database for aggregation. County agents will meet with county committees to determine the strategy for addressing these issues related to Extension. Other issues will be routed on to the identified entities. Hand out the progress reports from the 1999 TCFF process to provide evidence of what has happened since 1999. Thank the participants.

19. County Forum Steps (Summary) Welcome & Video Small Group Discussion Break Large Group Discussion Entity Identification What’s Next?

20. Objective By the end of this module learners will be able to list, describe and discuss basic “personal” or “individual” facilitation skills.

21. What is a facilitator? A facilitator is a person responsible for structuring groups and group activities in a manner that supports and encourages the participation of all members and allows the group to attain its goals and objectives Discuss: Key Words and Phrases in the Definition Structures Group Activities Encourages and Supports Participation of All Attain Goals and Objectives Discuss: Key Words and Phrases in the Definition Structures Group Activities Encourages and Supports Participation of All Attain Goals and Objectives

22. Facilitator’s Job Bridge between participants & objectives to be accomplished Facilitator = Mediator Time keeper (no rabbit trails) Directing the conversation NOT: Involved in discussion Participant

23. Facilitator’s Role & Responsibility Help group understand clearly what it is they are trying to achieve Keep group on task and make progress toward what they are trying to achieve Input should be focused on what group wants to achieve not what facilitator wants Model of quality communication To Facilitate NOT Participate

24. Characteristics of an Effective Facilitator/Group Leader: Creates a positive environment Solicits participation from all members Values contributions of each member Varies techniques for group decision-making Skilled in asking questions Discuss each bullet: Creates open, encouraging, supportive environment. Make all participants feel comfortable and a part of the group. Solicits participation from all members. Calls on each person. Provides non-verbal feedback. Values and rewards contributions of each member. Acknowledges each contribution. Listens attentively. Can utilize a variety of techniques that lead to effective group decision-making. Different processes will involve participants in different ways. Often these techniques make it easier for participants to contribute. Are skilled in asking questions. Asks a lot of questions, drawing out participants and helping them to clarify their ideas and think through the item being discussed. Discuss each bullet: Creates open, encouraging, supportive environment. Make all participants feel comfortable and a part of the group. Solicits participation from all members. Calls on each person. Provides non-verbal feedback. Values and rewards contributions of each member. Acknowledges each contribution. Listens attentively. Can utilize a variety of techniques that lead to effective group decision-making. Different processes will involve participants in different ways. Often these techniques make it easier for participants to contribute. Are skilled in asking questions. Asks a lot of questions, drawing out participants and helping them to clarify their ideas and think through the item being discussed.

25. Characteristics of an Effective Facilitator/Group Leader: Captures contributions of each member Skilled in capturing thoughts on flip charts Uses body language effectively Manages structure – not content Helps groups work through conflict Discussion continued: Sensitive to capturing and documenting contributions of each member. Gives everyone an opportunity and records contributions on flip chart. Skilled in writing on flip charts. Writes clearly and concisely. Carefully captures the intent of the speaker. Understands and uses body language effectively. Pays attention to body language from participants and acts appropriately. Also pays attention to own body language. Manages structure, not content. Creates the structure that gets the most complete input from participants. Does not try to direct the comments or direction of the groups thinking. Expects conflict and disagreements, and can assist participants in working through divergent positions. Expect conflict. Be prepared to help group move through it.Discussion continued: Sensitive to capturing and documenting contributions of each member. Gives everyone an opportunity and records contributions on flip chart. Skilled in writing on flip charts. Writes clearly and concisely. Carefully captures the intent of the speaker. Understands and uses body language effectively. Pays attention to body language from participants and acts appropriately. Also pays attention to own body language. Manages structure, not content. Creates the structure that gets the most complete input from participants. Does not try to direct the comments or direction of the groups thinking. Expects conflict and disagreements, and can assist participants in working through divergent positions. Expect conflict. Be prepared to help group move through it.

26. Fundamental Facilitation Skills Attending Managing Observing Listening Questioning

27. Attending Skills Presenting yourself in a manner that communicates interest and attentiveness. This helps build rapport and encourage interaction. Helps you gather information by being in a position to observe behavior and body language

28. Attending Skills Face the Audience Maintain Eye Contact Move Toward Participants Avoid Distractions See Table on Page 25

29. What if? You have someone talking too much … what is something you can do that will help them be quiet. You have participants that are not interacting, how do you encourage their participation? You have conflict arise? Walk toward them and give them a quick glance then focus on the rest of the group Make eye contact and smile encouragingly…look at them and raise your eyebrows. Conflict…go through next slidesWalk toward them and give them a quick glance then focus on the rest of the group Make eye contact and smile encouragingly…look at them and raise your eyebrows. Conflict…go through next slides

30. Managing Conflict Conflict Has Two Dimensions Your Personality or Style Personality of Participants

31. What is your style? Avoiding Accommodating Competing Collaborating Compromising

32. Avoiding Un-cooperative + unassertive Your customary manner is to be passive and withdraw from conflict situations. Your attitude is to be accepting and patient, often suppressing your own feelings to avoid confrontation.

33. Accommodating Co-operative + unassertive You try to satisfy the other person’s concerns at the expense of your own. You strive to understand, listen and put yourself in the other person’s place.

34. Competing Un-cooperative + assertive You use direct tactics and have a strong need to control the situation and/or people. You want to straighten out the other person and argue about who is right. You do whatever it takes to WIN.

35. Collaborating Co-operative + assertive You work with the other person to find a solution that fully satisfies both sides. You are ready to defend a stand without being too pushy. You are willing to work toward a mutually agreeable solution through negotiation.

36. Compromising Intermediate in co-operative + assertiveness You work to seek a middle-ground solution for both parties. The solution provides partial satisfaction for both, but in the interest of time and a lack of commitment or effort to do better, this will do.

37. Personality Types of Participants Complainers Indecisives Super-agreeable Negativitists Experts Silent-unresponsives Hostile-agressives

38. Strategies for Complainers Listen even though it may be difficult. Acknowledge by paraphrasing the complaints. DO NOT agree with the complaints. Be prepared to interrupt and take control of the situation (these guys love to ramble). Use limiting responses that pin the complainer to specifics.

39. Strategies for Indecisives THEY DELAY DECISION MAKING! Bring issues out in the open and make it easy for them to be direct. Help them solve problems. Watch for signs that the pressure to make a decision may be overloading them. Give them lots of support after they finally make a decision.

40. Strategies for Super-agreeables OFTEN DON’T PULL THROUGH Don’t allow them to make unrealistic commitments that they can’t fulfill. Make honesty non-threatening. They sometimes don’t agree, but are afraid to tell you.

41. Strategies for Negativists OBJECT TO EVERYTHING! Avoid getting drawn into their attitude. Don’t agree with them. Be patient. Be prepared to take on the project with support from others.

42. Strategies for Experts KNOWS EVERYTHING Know your subject matter. Listen to and acknowledge what they say. Avoid being a counter-expert. Have documentation to support your thoughts.

43. Strategies for Silent-unresponsive ANSWERS ALL QUESTIONS WITH A YES/NO. Hardest to read. Ask open ended questions. Pause for long periods, inviting them to fill the void. Discuss one-on-one after the meeting. DON’T PLACE THEM IN AN UNCOMFORTABLE SITUATION.

44. Hostile-aggressive TRY TO BULLY YOU! Stand up for yourself, without being threatening. Give them time to run down. Speak from your point of view. Stay positive.

45. Three steps to managing conflict Define the situation Search for alternatives and their implications Make a decision Key is to have good Observing Skills

46. Observing Skills Help you assess how information is being received. Based on your observations then you can adjust to the needs you see.

47. Observing Skills Observe body language Determine Feelings based on Observations Take Action based on Inferences

48. Behaviors Means What?? See Tables on Page 26-27 Have the participants put down books first Role play behaviors and audience guess feelings (have volunteers role play) Summarize using table on page 26, then talk about what you can do using table on page 27 Have the participants put down books first Role play behaviors and audience guess feelings (have volunteers role play) Summarize using table on page 26, then talk about what you can do using table on page 27

49. Listening Skills Listening skills enable you to demonstrate your understanding of the participant’s perspective. Provide you feedback on how information is being received which is important to how you proceed as the facilitator.

50. Listening Process Concentrating on what the participant is saying. Listening to the words being expressed. Interacting with the participant to make sure accurate understanding of the information expressed. Paraphrasing what was said to demonstrate understanding.

51. Let’s Practice Read a statement and participants paraphrase Statement 1: I think our county needs to provide more opportunities for our kids to be active, healthy and happy. It seems to me that if we don’t our future looks pretty dismal and we will have more problems to deal with day to day. Statement 2: I think the biggest issue facing our county is the infrastructure and environment in which we live day to day. It seems to me that if we don’t take care of where we live then no one will want to live here.Statement 1: I think our county needs to provide more opportunities for our kids to be active, healthy and happy. It seems to me that if we don’t our future looks pretty dismal and we will have more problems to deal with day to day. Statement 2: I think the biggest issue facing our county is the infrastructure and environment in which we live day to day. It seems to me that if we don’t take care of where we live then no one will want to live here.

52. Questioning Skills Help determine what the participants know or perceive. Provide feedback and foster understanding Encourage discussion Help move the group toward what they are trying to achieve

53. Questioning Skills Asking Questions Handling Answers Responding To Questions

54. Asking Questions Types of Questions—Table on Page 29 Do’s and Don’ts—Table on Page 30 Ask Non-Threatening Questions

55. Handling and Responding Announce questions to entire group Pause Write the question Acknowledge contributions Encourage Responses Ask questions of the entire team. Announce question to the entire group. Pause after asking the question and allow time for reflection. If possible, especially for questions that are lengthy, write the question where all participants can see. When a participant responds, acknowledge their contribution with “thank you,” or by recording the response on a flip chart. Note: Avoid comments such as, “good idea,” or “great answer,” since you may not respond in like manner to others. Encourage other responses with comments such as, “other ideas” or by following with a question such as, “Any reactions to this idea?”Ask questions of the entire team. Announce question to the entire group. Pause after asking the question and allow time for reflection. If possible, especially for questions that are lengthy, write the question where all participants can see. When a participant responds, acknowledge their contribution with “thank you,” or by recording the response on a flip chart. Note: Avoid comments such as, “good idea,” or “great answer,” since you may not respond in like manner to others. Encourage other responses with comments such as, “other ideas” or by following with a question such as, “Any reactions to this idea?”

56. Handling and Responding (cont.) During silence look for non-verbal cues indicating ideas (attending and observing skills) Rephrase the question Avoid "yes" or "no" questions Avoid creating defensive responses Ask "single issues" questions If no one responds after 20 – 30 seconds of silence, look for body language which may indicate an idea, and call on that person or nod in their direction. Ask participants by name to respond. If blank looks continue, consider rephrasing the question. Avoid questions which can be answered with a “yes” or “no.” Avoid questions that put others on the defensive. Example: Why did no one from X club help with this project? Frame questions to address a single issue. Example: Don’t ask “What are your ideas for increasing participation in 4-H decisions and the ‘Fun Family Field Day?’” Rather ask about one event at a time.If no one responds after 20 – 30 seconds of silence, look for body language which may indicate an idea, and call on that person or nod in their direction. Ask participants by name to respond. If blank looks continue, consider rephrasing the question. Avoid questions which can be answered with a “yes” or “no.” Avoid questions that put others on the defensive. Example: Why did no one from X club help with this project? Frame questions to address a single issue. Example: Don’t ask “What are your ideas for increasing participation in 4-H decisions and the ‘Fun Family Field Day?’” Rather ask about one event at a time.

57. Paraphrasing

58. Explore Further

59. Mirroring (listening skills)

60. Stacking (Managing)

61. Encouraging

62. Making Space

63. Intentional Silence

64. Listen for Common Ground

65. What if? Someone says something that is way off in left field??? Something is said that had seemingly been addressed or agreed earlier?? Off Base Ideas Quickly scan the rest of the group to see if the issue is important to more than one person. If others are interested than address. If not then acknowledge the comment and move on by saying something like “That’s an interesting point, I wish we had more time this evening to fully discuss the issue, but maybe we can take this up at one of our data summits later. Addressed Earlier Quickly scan the group to see if others are interested…if they are then revisit the issue, but consider setting a time limit on how much they can discuss noting the time constraints of the evening. If others do not seem interested then point out that the issue had been discussed earlier and any other discussion can be done at the break or at later meetings such as the data summits.Off Base Ideas Quickly scan the rest of the group to see if the issue is important to more than one person. If others are interested than address. If not then acknowledge the comment and move on by saying something like “That’s an interesting point, I wish we had more time this evening to fully discuss the issue, but maybe we can take this up at one of our data summits later. Addressed Earlier Quickly scan the group to see if others are interested…if they are then revisit the issue, but consider setting a time limit on how much they can discuss noting the time constraints of the evening. If others do not seem interested then point out that the issue had been discussed earlier and any other discussion can be done at the break or at later meetings such as the data summits.

66. Wrap Up Session Objectives Steps in County Forum Facilitation Skills

67. County Forum Steps Welcome & Video Small Group Discussion Break Large Group Discussion Entity Identification What’s Next?

68. Fundamental Facilitation Skills Attending Managing Observing Listening Questioning

69. Tips for Facilitation Success For the Facilitator Welcome Nervousness Be Organized Prepare the Meeting Environment Practice, Practice, Practice Visualize Success Anticipate What Could Go Wrong Look Your Best Arrive Early Breathe Deep Keep Something to Drink Handy Individually Greet Participants Count to 10 Before Reacting/Responding

70. Tips for Facilitation Success (cont.) For the Audience Welcome and Overview What’s Ahead Individually Greet and Welcome Participants Conduct an Icebreaker/Introductions Use Humor Appropriately Use Inclusive Language Have Food and Drinks Prepare the Meeting Environment

71. Tips for Facilitation Success (cont.) For the Environment Windows and Noise Distractions Temperature Atmosphere Food and Beverages Name Tags Name Tents Introductions/Get Acquainted/Icebreaker Room Arrangements Windows: Natural light positively affects the work of the group and its productivity. When possible, have blinds open to allow as much light as possible. Temperature: When the temperature is too warm or too cold, it will inhibit the work of the group. Temperature between 72° F - 76º F is considered comfortable by most individuals. Remember, as the participants arrive, the temperature of the room will increase. Atmosphere: The overall appearance of the room makes a dramatic first impression for all participants. Clear, uncluttered rooms allow individuals to focus their energy on the task at hand. Add life and color to a meeting room with balloons, flowers, potted plants, posters, pictures, table covers, music, etc. It doesn’t have to be expensive. Use your creativity to create an atmosphere that energizes the participants. Food and Beverages: As groups come together, light snacks and beverages make a social environment that breaks down barriers and promotes participation. Provide water at a minimum. Coffee, tea, juice, and soft drinks are frequently provided. Try to avoid food or snacks with high sugar content because the quick burst of energy is followed by a long decrease in energy and may reduce participation. Pretzels, popcorn, muffins, and fruit are excellent snacks. Place food and beverages on a table where participants will feel free to serve themselves. Windows: Natural light positively affects the work of the group and its productivity. When possible, have blinds open to allow as much light as possible. Temperature: When the temperature is too warm or too cold, it will inhibit the work of the group. Temperature between 72° F - 76º F is considered comfortable by most individuals. Remember, as the participants arrive, the temperature of the room will increase. Atmosphere: The overall appearance of the room makes a dramatic first impression for all participants. Clear, uncluttered rooms allow individuals to focus their energy on the task at hand. Add life and color to a meeting room with balloons, flowers, potted plants, posters, pictures, table covers, music, etc. It doesn’t have to be expensive. Use your creativity to create an atmosphere that energizes the participants. Food and Beverages: As groups come together, light snacks and beverages make a social environment that breaks down barriers and promotes participation. Provide water at a minimum. Coffee, tea, juice, and soft drinks are frequently provided. Try to avoid food or snacks with high sugar content because the quick burst of energy is followed by a long decrease in energy and may reduce participation. Pretzels, popcorn, muffins, and fruit are excellent snacks. Place food and beverages on a table where participants will feel free to serve themselves.

72. Room Arrangements Determined by Size of group Size of meeting room Purpose of meeting Should be intentionally planned and arranged Should be set up according to what you are trying to accomplish Room Arrangements - the way you arrange the meeting rooms: Are determined by the size of the group, the size of the meeting room and the purpose of the meeting. Should be intentionally planned and arranged. Should be varied from meeting to meeting. Room Arrangements - the way you arrange the meeting rooms: Are determined by the size of the group, the size of the meeting room and the purpose of the meeting. Should be intentionally planned and arranged. Should be varied from meeting to meeting.

73. Theater Style Theater Style: Major option for large groups. Discourages interaction and sharing of ideas, indicates communication is one-way, leader to audience. Good for lectures, speeches, etc. Theater Style: Major option for large groups. Discourages interaction and sharing of ideas, indicates communication is one-way, leader to audience. Good for lectures, speeches, etc.

74. Classroom Style Classroom Style: Can be used for small to large groups. Difficult to see other participants. Focus is toward leader/facilitator, tables encourage note taking and are more comfortable than theater style setting. Good for seminars and other meetings with limited audience contribution. Classroom Style: Can be used for small to large groups. Difficult to see other participants. Focus is toward leader/facilitator, tables encourage note taking and are more comfortable than theater style setting. Good for seminars and other meetings with limited audience contribution.

75. Chevron Chevron Style: A modified classroom style which makes it easier to see other participants, more conducive to dialogue among participants than theater or classroom.Chevron Style: A modified classroom style which makes it easier to see other participants, more conducive to dialogue among participants than theater or classroom.

76. U-Shaped U-shaped Style: Should have participants seated on outside only. Allows for interaction with leader and other participants, good for groups of fewer than 30 participants, reduces barrier between participants and leader, and allows for improved eye contact.U-shaped Style: Should have participants seated on outside only. Allows for interaction with leader and other participants, good for groups of fewer than 30 participants, reduces barrier between participants and leader, and allows for improved eye contact.

77. Hollow-Square/Solid Square Hollow Square and Solid Square Style: No head of table. All participants can see each other, encourages dialogue, difficult to see persons on same side of table. Best for groups fewer than 20. Discourages use of flip charts, overheads, LCD projector or other A-V materials.Hollow Square and Solid Square Style: No head of table. All participants can see each other, encourages dialogue, difficult to see persons on same side of table. Best for groups fewer than 20. Discourages use of flip charts, overheads, LCD projector or other A-V materials.

78. Half-Circle Half Rounds: Can be used with large numbers of participants, allows group at table to interact, does not facilitate interaction between tables with group as a whole, focuses attention on leader, and allows participants to see flip chart or other visual aids. Can be used with large number of participants. (Never allow participants to sit with their backs to the facilitator.)Half Rounds: Can be used with large numbers of participants, allows group at table to interact, does not facilitate interaction between tables with group as a whole, focuses attention on leader, and allows participants to see flip chart or other visual aids. Can be used with large number of participants. (Never allow participants to sit with their backs to the facilitator.)

79. Questions

80. Thank You!!