9.

1: The Art of Facilitation

Use more group work so
Facilitation is a challenging task. The facilitator approach “I appreciate your everyone gets a chance to
involves understanding how you as a facilitator feel during TALKATIVE comments, but let’s hear talk.
facilitation and using these feelings productively. The from someone else.”
facilitator leads discussion but does not dominate. The
facilitator is knowledgeable enough about a topic to be able to
provide guiding questions. The facilitator is not an answer
provider, but rather a tour guide who brings the group to find
the answer themselves. The facilitator promotes the concept of “Thank you for your
Talk to the person in
a “safe space”. Opinions, particularly based on more private to check if there is
HOSTILE thoughts. What does the
“sensitive” topics could vary. It is vital that the facilitators an underlying issue you
group think about this?”
have some “probing questions” ready in the case that the should know about.
participants are less than vocal.

Facilitation requires an understanding of the following:

“I know you have a lot to Use more pair work to
Community – the guiding norms offer this discussion. It increase the person’s
would be great if you can safety and comfort level.
Observation – By observing and reflecting while facilitating SILENT share one of your ideas People should always be
a discussion, the facilitator can support the group and notice with the group.” giving the option to
“pass” or “opt out” in the
what contributions she or he may need to make to assist
large group.
participants in arriving at a turning point.

Flexibility – Facilitators must be ready for non-linear

discussion. When facilitators are flexible, they can best guide “That is one point of Use more small group or
discussion. KNOW-IT-ALL view. What do others pair work to let everyone
think?” talk.
Imagination – Permit your participants to share information
and imagine the possibilities, but remember that you have a set
amount of time to thoroughly explore a topic. “We all enjoy a little You can talk to the person
fun. But right now let's in private and ask him or
Patience – Facilitators cannot lose their cool or make quick
CLASS CLOWN get serious and her to control the jokes
judgments. They need to be patient. concentrate on the topic.” because it can be
distracting for others.
Affirmation – Good facilitators affirm individuals and
recognize the ideas of others.

Silence – Good facilitators make sure that all that are

participating are INVOLVED. Those who are frequently silent
need to be asked what their opinion is, while maintaining “I understand your point Affirm the person’s
comments but don’t
of view. What
respect for their silence. NEGATIVE
suggestion do you have let them stay stuck there.
to change the situation?”
Challenge – This is not confrontational, but rather it provides
alternative options to the participant. Participants in the
process of group discussion accept the challenge of owning
the process. They are responsible for the discussion and must
have ownership in making sure that all participants have a
Whether you are involved,
comfortable experience.
“I suggest that we keep or two learners just don’t
PERSONALITY personalities out of the see eye-to-eye, it is
Connections – Facilitators will learn to recognize when
CLASHES discussion. Let’s get important to talk privately
participants begin to “get it”. They will make the connection back to the topic.” about the issue and how to
in partnership with the participant. resolve it.

PARTICIPANT YOU CAN SAY YOU CAN DO

“How about you give it a
try and understand that
Always try to explain
RESISTOR this way of doing things
what you are doing
is important for some of
your peers.”
9.1.1: Developing Skills of Facilitation  Agree to disagree

DEVELOPING SKILLS IN FACILITATION  Use "VIBES WATCHERS": The vibes watcher

observes the reflection and takes note of group dynamics
that are potentially problematic (for example, one person
1. ATTITUDE
dominating the discussion, a participant's ideas being
attacked, etc.). S/he can interrupt the discussion if the
 Be honest: being honest about the limits of one's own situation is particularly problematic, and explain, in a
abilities and knowledge. If the facilitator doesn't know the non-accusatory tone, what s/he observed. The facilitator
answer to the group's questions, s/he should admit it and can decide if all participants should be encouraged to
work on finding the answer. (model honesty) voice such concerns during the session. At the conclusion
 Managing dual roles: A skilled facilitator will calculate of the session, the facilitator should ask for a report from
the potential impact of his or her interjections into the the vibes watcher, so that future sessions may be
group and determine if it will result in a misuse of power. improved.
Sometimes, a skilled facilitator will state that s/he wants  Promote "active listening": Facilitators should model
to suspend his or her role as facilitator for the sake of communication in the form of a dialogue, in which
making an opinion or perspective heard. participants listen and respond to each other. The type of
 The facilitator is not an expert: Facilitators should communication used (whether "polite conversation" is
remain flexible and responsive to the group, and favored over informal or slang conversation) can vary and
encourage evaluation of the process. The facilitator's should be determined according to such factors as the
neutrality throughout the process is crucial. An effective group's cultural background, familiarity with each other,
way for facilitators to avoid voicing their personal goals for reflection, etc.
opinion is to reflect questions back to the group.  * Encourage participation by all: Group members who
 Everyone can learn: Facilitators should view reflection have not spoken should be encouraged to do so if they
as a learning opportunity and should communicate this wish. This can be accomplished by creating a space for
attitude to the group. This means that facilitators more introverted group members to speak. This can be
themselves remain open to learning from others and that accomplished by stating something like, "Let's give an
everyone's contributions are treated as credible and opportunity to hear from some people who haven't spoken
educational. yet..."
 * Use "stacking" (or queuing): This involves the
Other qualities of an open-minded attitude include: facilitator identifying and placing in some order those
 Somewhat informal individuals who wish to speak. Other practices for
 Be empathetic effective communication include:
 Maintain a sense of humor
 Stay interested in group discussion
 Be, real, direct, and genuine

2. COMMUNICATION DO:
 use open-ended questions
 Set ground rules. Ground rules are the rules of conduct  ask for specifics and examples
or behavioral guidelines that members of the group agree  paraphrase and summarize
on before proceeding with their meeting. They are based  acknowledge contributions
on an assumption of equality and fairness. The idea is  redirect questions to the group
that no individual is permitted to dominate a discussion or  be creative
hold special privileges. Ground rules establish a  take some risks by posing provocative questions
foundation upon which the group's communication will
occur. They help to create a safe environment in which DON'T:
participants can communicate openly, without fear of  refute people's ideas
being criticized by others. Ground rules that have been  put people on the spot
arrived at by all members are the most useful and can be  downplay thoughts, feelings
repeated if tension rises during reflection. Sample ground  force people to speak
rules follow.
 be honest 3. GROUP DYNAMICS
 listen, even if you disagree
 avoid prejudicial comments
 criticize the idea, not the person  Create a safe space: In order for group members to
 pass if you're not comfortable express their thoughts and opinions, they must feel that
 use "I" statements they can do so without fear of attack or condemnation. It
 don't interrupt is the facilitator's job to create such an environment, to
 be brief monitor participants' comfort levels, and to take the
 everything is confidential necessary steps to maintain safety.
 Manage disagreements: Facilitators must be adept at 2. IDENTIFYING FEELINGS: This generally consists of
recognizing tension building in the group and respond to specifying and identifying a feeling either by naming,
it immediately. Among the most useful strategies is to using a metaphor, or using a figure of speech.
repeat the ground rules established by the group,
including a reminder that criticism should pertain to ideas, “I feel we’ve run out of energy” (Naming)
not to people.
“I feel as if we’re facing a brick wall” (Metaphor)
 Promote equality: Again, the facilitator must be an alert
observer, identifying signs of a developing hierarchy, or “I feel like a fly on the wall” (Figure of speech)
of divisive factions within the group. S/he should not
permit arguing up against any group member(s), and 3. CLARIFYING INSIGHT: This is describing what you
should not take sides in any developing debate. Such perceive to be another person’s inner state, to check if
situations can be counteracted by recognizing all you understand what he or she is feeling.
members and encouraging their participation equally.
 Be mindful of power, and who has it: Identify who “You appear upset by the last comment that was made.
these opinion leaders are and if it appears as though their Are you?”
power and authority is dominating the discussion, ask
them, politely, to entertain other opinions. “You seem impatient. Are you anxious to move on to
*Other keys to managing group dynamics include: the next topic?”
 know the group
 keep the group on track 4. OBSERVER CONDUCT: This involves relating back to
 don't avoid topics the participants what you have been able to observe about their
 reflect responsibility back on the group behaviors, without making accusations or generalizations
 be prepared for disagreements about them as people, or attributing motives to them
 encourage challenging issues
“I’m noticing that we’ve only heard from this group of
 Build-in diversity: In order to appropriately handle people throughout most of this discussion”
diversity issues in reflection sessions, facilitators must “I’m noticing that several people are working on their
begin by recognizing their own attitudes, stereotypes, and emails”
expectations and must open their minds to understanding
the limits these prejudices place on their perspective. 9.1.3: Facilitator Skills and Tips
 Express empathy and compassion. (example: "You must
have been disappointed about not getting the …you 1. Don't memorize a script – If people sense that you are
thought you were qualified for.") reading memorized lines, they will feel like they are being
 Ask for more information. (example: "Please tell me talked down to, and won't respond freely.
more about why you think a person……?”
 Paraphrase the feelings you hear expressed. (example: 2. Watch the group's body language
"it sounds like you aren't conformable working around
 Are people shifting in their seats?
gay people.")
 Are they bored? Tired? Looking confused?
 Give information (new information may alter their
 if you see confused looks on too many faces, you may
attitude). (example: "Did you know that Ms. ___ has a
need to stop and check in with the group, to make sure
college degree?")
that everyone knows where you are on the agenda and
 Closure and Evaluation:
that the group is with you.
 Request a closing statement from each participant about
what they learned, what they plan to do next, etc. 3. Always check back with the group – check back after
 Review the session with the group, recognizing each major part of the process to see if there are questions and
participants; contributions, and the necessity of further that everyone understands and agrees with decisions that were
reflection. made.
 Provide participants with resources, such as written
material and upcoming events, to encourage their 4. Summarize and pause – learn to "feel out" how long to
continued involvement. pause -- too short, and people don't really have time to ask
questions; too long, and people will start to get uncomfortable
9.1.2: The Language of Effective Facilitators from the silence.

5. Be aware of your own behavior – Take a break to calm

1. PARAPHRASING: Involves describing, in your own down if you feel nervous or are losing control.
words, what another person’s remarks convey:
 Watch that you're not repeating yourself, saying "ah"
“Do I understand you correctly that…” between each word, or speaking too fast.
“Are you saying…?”  Watch your voice and physical manner. (Are you
standing too close to folks so they feel intimidated,
“What I’m hearing you say is…” making eye contact so people feel engaged?)
 how you act makes an impact on how participants feel.
6. Occupy your hands COMMON TECHNIQUES IN FACILITATING
GROUPS
 Hold onto a marker, chalk, or the back of a chair
 Don't play with the change in your pocket! 1. BRAINSTORMING TECHNIQUE
7. Watch your speech – Be careful you are not offending or
 Specify the facilitation topic or goal to the group
alienating anyone in the group.
 Ask for free-for-all generation of ideas from among
8. Use the body language of our own – Moving up close to a members of the group
shy, quiet participant and asking them to speak may make  List all the ideas, holding back any reactions and/or
them feel more willing because they can look at you instead of discussion from any members of the group until all ideas
the big group and feel less intimidated. are collected.

9.1.4: How to Plan A Good Facilitation Process 2. CONSENSUS TECHNIQUE. Consensus is often the
means by which highly participative groups members reach
CLIMATE AND ENVIRONMENT their decisions, especially if they favor a highly egalitarian
approach to decision making. There are several approaches to
 Is the location a familiar place, one where people feel the technique of reaching consensus. One quick approach to
comfortable? A comfortable and familiar location is key. consensus is to just ask for a quick conclusion from the group
 Is the meeting site accessible to everyone? by suggesting a specific answer to the decision that must be
 Is the space the right size? - choose a room-size that made by the group, and asking if everyone in the group can
matches the size of your group. live with that suggestion.

3. DISCUSSION TECHNIQUE
LOGISTICS AND ROOM ARRANGEMENTS
 Specify the discussion topic and the goal to the planning
 Chair arrangements: Having chairs in a circle or around group
a table encourage discussion, equality, and familiarity.  It is often best if the topic is described in the form of a
 Places to hang newsprint: You may be using a lot of “yes/no” question or a choice from among alternatives,
newsprint or other board space during your meeting. for example, “Should we approve ___?” or “Should we
o Can you use tape without damaging the walls? Is an hire ____?”.
easel available?  Specify when the discussion is to start and stop.
o Is there enough space so that you can keep important  Allow for open, unassigned exchange of information,
material visible instead of removing it? including, for example, questions, suggestions, and
 Sign-In sheet: Is there a table for people to use? general comments, until it is time to stop the discussion.
 Refreshments: If you're having refreshments…  Facilitate to focus the discussion around the topic.
o who is bringing them?
o Do you need outlets for coffee pots? 4. FACILITATOR INTERVENTION TECHNIQUE
o Can you set things up so folks can get food without
disrupting the meeting? The nature of the intervention depends on the nature of the
o Who's cleaning up afterward? problem in the group.
 Microphones and audiovisual equipment:
o Do you need a microphone? Video cameras? 1. If the group seems stuck, then it is appropriate to point
o Can someone set up and test the equipment before this out to the entire group.
you start? 2. If there is a prolonged conflict between certain members,
 How do you protect folks who are worried their ideas will then it may be more appropriate to invite the members out
be attacked or mocked? of the group and to conduct an intervention among those
 How do you hold back the big talkers who tend to members.
dominate while still making them feel good about their 3. If a ground-rule is being broken, then it may be
participation? appropriate to point this out to the entire group.

GROUND RULES - are the rules of conduct or behavioral There are a wide variety of intervention techniques, for
guidelines that members of the group agree on before example, summarizing, confronting, making suggestions,
proceeding with their meeting. They are based on an asking questions, providing other perspectives, asking for
assumption of equality and fairness. The idea is that no clarity, reminding the group about their ground rules, and
individual is permitted to dominate a discussion or hold structuring activities. Whenever intervening in a group, try to
special privileges. give the group an opportunity to take responsibility for
recognizing the situation and deciding what to do about it. If
9.2: Techniques Used in Facilitating Group an intervention is to the entire group, consider:
 Briefly describe what you are seeing or hearing (in the 7. MEETING MANAGEMENT TECHNIQUE. Meeting
here and now) that leads you to conclude that there is a management tends to be a set of skills often overlooked by
problem. Do not just report what you feel or sense – try to facilitators and planners.
be more specific.
 Ask the group what they want to do. The following suggestions for facilitators apply to most
 Be silent while group members react and discuss the meetings.
situation.
 Focus the discussion on the problem at hand.  Facilitator Preparation for Meetings- Remember that
 Ask them for a decision. your behavior sets the tone for the meeting. Depending on
your personality, you should become as comfortable as
possible before each meeting. Regardless of your
5. GROUND RULES TECHNIQUE
personality, it is important to acknowledge to yourself
Ground rules can be identified before the group meeting and whatever you are feeling about the meeting. Note what
then proposed to the group for their review, modification, might be the best and worst outcomes of the meeting, and
and/or approval. Or, the ground rules can be developed by realize the meeting will probably be somewhere in
members of the group in a group meeting. Some common between.
ground rules are:
 Developing Agendas- The agenda is the “roadmap” for
 Meetings start and stop on time. the entire meeting, so it is very important to design the
 Focus on priorities, not on personalities. agenda carefully.
 Everyone participates.  Opening Meetings. Start on time. This respects those
 All opinions are honored. who showed up on time and reminds any late-comers that
 No interruptions. the meeting and its scheduling are serious. Ask if anyone
 No sidebars (or conversations not involving the main is missing who should be present. If there is anyone who
group). should be there and if not, visit the reason for the absence
and address how to get him or her involved. Model the
6. MEETING AGENDAS TECHNIQUE kind of energy and participation needed by the facilitator
and meeting participants. Clarify your roles for that
 Design the agenda together with the organization’s meeting, that is, note when you will be doing any
leadership – do not design it yourself. training, facilitating, recording, etc.
 Ensure an effective meeting by first reflecting on the  Establishing Ground Rules for Meetings - The ground
goals for the meeting and then the activities to meet those rules establish the overall “personality” of the meeting, so
goals. they are very important to establish early on when
 Think about how you label an event so that people come working with a group. See the subsection, “Ground Rules
in with that mindset. It may pay to have a short dialogue Technique.”
around the label to develop a common mindset among
attendees, particularly if they include representatives from
various cultures.  Time Management - One of the most difficult facilitation
tasks is time management. In a highly energized meeting,
 Always include introductions or some type of “check-in”
early on so that all members get involved early in the time seems to run out before tasks are completed.
Therefore, the biggest challenge is keeping momentum to
meeting.
keep the process moving. Adjourn a meeting when
 Be sure to dedicate time to review the status of actions
scheduled – rarely deter from this guideline. It is far better
assigned in previous meetings.
to adjourn a meeting even if members feel work is
 Allow time for brief evaluations, or “satisfaction checks,”
incomplete than to drag a meeting on and on, with the
among the members.
illusion that everyone should leave the meeting with a
 Next to each major topic, include the type of action strong sense of closure. Adjourning a meeting on time
needed, the type of output expected, and time estimates ensures that all members feel their time is respected and
for addressing each topic. they can continue to count on sound meeting
 Review the agenda at the beginning of each meeting, management.
giving participants a chance to understand all proposed
major topics, change them and accept them.  Evaluations During Meeting Process- Evaluation of the
 Ask participants if they will commit to the agenda. quality of a meeting is a critical, but often overlooked, the
 Keep the agenda posted at all times. requirement for effective meetings. Avoiding evaluations
 Ensure a meeting recorder (or documenter) who in an effort to “get more work done” in meetings is
documents major activities during the meeting and actions a good example of working harder, rather than smarter.
to be conducted after the meeting. This person should Perhaps the most critical element of any successful
issue meeting minutes shortly after the meeting meeting is each member’s complete and responsible
participation. Round-Robin evaluation is a useful
technique for ensuring meetings include this full
participation.
 Evaluating Overall Meeting -Leave 10 minutes near the  Members get quiet time before the group meeting, or
end to evaluate the quality of the meeting. Do not skip early in the group meeting, to identify ideas on their own.
this portion of the meeting. The facilitator and planners  In the meeting, the facilitator collects a list of ideas by
can quickly learn a great deal about what is working and getting one idea from one person at a time, going around
what is not. the table, until all members have shared all of the ideas
from their list.
 Closing Meetings - At the end of a meeting, review  Members do not analyze or discuss any of the ideas until
actions and assignments, establish the time and location all ideas have been collected.
for the next meeting, and ask group members if they can  Members can ask a question during the Round-Robin,
make it or not (to get their commitment). Deciding only to get clarification on a suggested idea.
membership in meetings is extremely important but often
 The facilitator and members avoid duplication of ideas on
overlooked. Ask who should be at the next meeting and
the list.
ensure that someone is assigned to invite them.
11. STORIES TECHNIQUE. The facilitator explains that
8. NOMINAL GROUP TECHNIQUE. There are many
the focus of this technique is on the positive by building on the
versions of the overall nominal group technique, which, in any
strengths and opportunities. The facilitator clarifies the goal of
form, is a combination of various other techniques. The
the technique, for example, to establish a vision, values, and/or
technique usually includes various phases, including:
action plans.
1. The facilitator clarifies the topic or goal to be addressed 12. VOTING TECHNIQUE. There are a variety of
by the group, for example, to select the most important approaches to the voting technique.
items from a list.
2. Ideas are collected from members of the group.  Show of Hands - The most common approach to the
3. a) The Round-Robin technique is often used to compile technique is simply to ask for a show of hands
an initial list of ideas. regarding each item on a list, one at a time, and the
4. b) Brainstorming is used to expand the compiled list of item that gets the most show of hands is the item that
ideas. is selected from the list.
5. The overall list is organized and analyzed.
6. a) The discussion technique is often used.
 Ranking - Ranking is assigning one distinct value to
7. b) The list is analyzed for overlaps, duplications, conflict,
each item in order to select the single, most important
interdependences, etc.
item from a list. For example, a ranked list would
8. Ideas are selected from the overall list, using any of the
have one item ranked as 1, three as 2, and four as 3.
following techniques.
o The discussion technique can be applied, depending  Rating - Rating is associating a value with each item
on the nature of the members of the group. in order to select a range of items from a list. Some
o The consensus technique can be applied if the group items can have the same value associated with them.
highly values strong participation and egalitarian For example, a rated list might have several items
approaches to decision making. rated as high, medium, or low or as 1, 2, or 3.
o The voting technique can be used to make a final
selection.

9. PARKING LOT TECHNIQUE

 One or more members of the group mention that a matter

before the group is not directly related to the established
topic or goal that the group wants to address.
 The facilitator or a group member suggests that the matter
goes on the “parking lot.”
 If group members agree with the suggestion, the matter is
listed on a “parking lot,” which is usually a flipchart sheet
posted off to the side in the meeting room.
 Before the end of the meeting, members agree on how the
“parking lot” matters will be addressed later on, if at all.

10. ROUND-ROBIN TECHNIQUE

 The facilitator clarifies the topic or goal to be addressed

by the group, for example, to generate ideas about a topic
or goal.