Manual group facilitators

Facilitators should discourage participants from professing their opinions without considering and responding to others' comments. Instead, facilitators should model communication in the form of a dialogue, in which participants listen and respond to each other.

The type of communication used whether "polite conversation" is favored over informal or slang conversation can very, and should be determined according to such factors as the group's cultural background, familiarity with each other, goals for reflection, etc. Group members who have not spoken should be encouraged to do so, if they wish. This can be accomplished by creating a space for more introverted group members to speak. This can be accomplished by stating something like, "Let's give an opportunity to hear from some people who haven't spoken yet This involves the facilitator identifying and placing in some order those individuals who wish to speak.

One example of this technique is to list the names of the four people who have raised their hands, invite them to speak in order, and then indicate that you will recognize others who whish to speak after the four people have finished. Another technique is to simply give a nod to a person who wants to speak, acknowledging that they have been noticed and will be called upon soon.

Additional strategies for inclusion can be found in the "Activities" section of this manual. Each of us guards a gate of change that can only be unlocked from the inside. We cannot open the gate of another, either by argument or by emotional appeal. In order for group members to express their thoughts and opinions they must feel that they can do so without fear of attack or condemnation.

It is the facilitator's job to create such an environment, to monitor participant's comfort levels, and to take the necessary steps to maintain safety.

This includes understanding and planning for individual differences in needs, abilities, fears, and apprehensions. Participants who feel safe are more likely to make honest and genuine contributions and to feel camaraderie and respect towards other group members. Among the most useful strategies is to repeat the ground rules established by the group, including a reminder that criticism should pertain to ideas not to people.

In addition, facilitators should not permit any disrespect or insults and should clarify misinformation. It is important that negative behavior be handled immediately so that participants do not get the impression that the behavior is condoned by the facilitator.

Equality of participants should be communicated and modeled by the facilitator. Again, the facilitator must be an alert observer, identifying signs of a developing hierarchy, or of divisive factions within the group. Such situations can be counteracted by recognizing all members, and encouraging their participation equally.

Often, these opinion leaders will set the tone for a discussion, thereby limiting active involvement of the more reserved members. Identify who these opinion leaders are and if it appears as though their power and authority is dominating the discussion, ask them, politely, to entertain other opinions. The facilitator will be the example to which the group looks, and should therefore model the values of multiculturalism.

It is important that diversity be integrated throughout the reflection programming, rather than compartmentalized into special multicultural segments. Monitoring communication for expressions of bias requires the facilitators attention and sensitivity.

Facilitators should be aware that some language and behavior has questionable, different or offensive meaning to some people, and they should encourage them to share their perspectives and information. Specifically, facilitators should watch out for statements or situations that generalize groups, or that identify race, sex, age unnecessarily for example, just as it is inappropriate to say "Bob Dole, White presidential candidate," it is also inappropriate to say "Colin Powell, Black political hopeful".

When qualifiers are used that reinforce stereotypes by suggesting exceptions to the rule, facilitators should ask for clarification. About shelter residents? Helping participants identify the assumptions inherent in their statements fosters greater understanding and sensitivity. Most importantly, while expressions of prejudice should be interrupted, the person who spoke should not be publicly attacked. Placing guilt on the speaker is likely to increase the tension and stifle further exploration of the topic.

The Building Bridges Coalition suggests the following appropriate ways to respond: Express empathy and compassion. Jones has a college degree? Nonetheless, the group needs to recognize that progress has been made and that he process must continue. It is the job of the facilitator to initiate this sense of resolution, and to invite feedback so that the process may foster as it continues.

Suggestions for accomplishing this include: Request a closing statement from each participant about what they learned, what they plant to do next, etc. Review the session with the group, recognizing participants; contributions and the necessity of further reflection. Provide participants with resources, such as written material and upcoming events, to encourage their continued involvement.

Sample agendas, and a list of sources are also included. Note: Pages of the original document are copyrighted and therefore not available. They are not included in the pagination. The facilitator must be aware facilitator or group members. It can also of norms and standards as they emerge. Is this desirable? Spotlight on the facilitator Ask yourself these questions and, after reflection, write down your responses: 1.

Consider two groups with which you are working. Describe the norms that have emerged in each in relation to: task, behaviour, attitudes and values, emotions and appearance. Compare the norms observed in each group.

Suggest what has caused these differences and similarities. How do you bring norms to the attention of group members? How could you improve this technique? In what circumstances? This is the initial which the group may be struggling consultation and involves negotiating and contracting particular, specifically designed pieces of work.

Sometimes the person who Negotiating and Contracting contacts the facilitator will not be part of the Check-list: group. About the group the facilitator will eventually meet in a group. This is important 4. If there are any discrepancies, of a series? The facilitator should also attempt in ascertaining the length of time it may take to discover whether difficulties exist as a to achieve the overall aim and what can be result of conflicting aims.

About process cushions in a circle so that everyone can see At a second meeting, the facilitator and the and be seen. Some for the group members before starting any aspects of preparation may be completed activity? Arrange to have it set out an activity. Active participation is what every facilitator wants, therefore enough time must Remember: be allocated for this to happen. How many sessions might activity in the session this take? If small By using the information gathered during groups consist of five persons or more, the negotiating and contracting phase and give minutes per person.

This will vary considering the guidelines and information according to the topic and activity. The following framework may be useful: reminding people of the ground rules, can take up to 15 minutes. Remind each of the following headings: them again one minute before they break up. For example, to create a recorder and one as reporter before the plan of work for a year exercise is begun. These tasks may be performed by one person. It helps preferably on a flipchart.

Alternatively, to break the aims down into constituent the notes may be read back and the parts. Acknowledge where each idea came from. Allow some flexibility in the plan so The techniques, exercises and materials to that omissions and additions may be made be used. For example, group discussion, role as needs dictate. Move on with the c Session outline according to planned programme and add something in later.

Does the plan allow for running over or under? Do techniques vary in the plan? Examining the components of this plan: 5 minutes Establish expectations of the Introduction slot group.

Small The facilitator chooses how much information groups could be used for 10 to give. It should include enough information minutes and then return to the for the group members to accept the large group to feedback findings. Ask group, or to the session. Remind everyone of Time Activity the time and venue for the next 8.

Take 10 minutes in pairs to explore what has been happening in your work life. Encourage people to seek ways of dealing with the issue. Developing Facilitation Skills - A Handbook for Group Facilitators 45 Spotlight on the facilitator Ask yourself these questions and set yourself the two tasks at the end as part of your reflection on this section. What are the difficulties?

Although there are features in receives it. Both participants are involved common attending, listening, empathising the in the communication process. Effective facilitator must never confuse the two roles. When session and a good counselling session, people perceive their ideas or feelings or however, provide an environment where an experiences or all three are valued by the individual feels respected and valued.

Active listening is the feel involved and as a result, are more open key to effective communication and a core and participative. For facilitators, therefore, skill for facilitators who should spend time developing and employing the skill of active developing this skill.

When people experience skills and is primarily focused on the active listening, they are more inclined to facilitator, but active listening should also be bring their skills, experiences, expertise and promoted among group members.

Active listening Active listening is more than simply listening to someone. The technique of active listening is also used in counselling and consultation settings. As a result, group members may sometimes respond as if they were in those situations. This is verbal and non-verbal. Check that the Open-ended Asking the speaker questions summary is accurate. These serve as acceptance of these. Paraphrasing Repeating back to the um. Non-verbal listening skills: Non-verbal listening skills are rarely used by Personal Leave a comfortable distance themselves.

They work in conjunction with between the speaker and and enhance verbal skills. If intruded upon, Expression Our face expresses our someone may begin to move emotions. Timing Do not interrupt a speaker Eye contact Expresses interest, encourages unnecessarily.

By using a a speaker to continue and offers combination of verbal and non- support. When listening to meaning assigned to different movements. When working with people from different cultural backgrounds, take extra care Gestures Helpful gestures include open- about getting these messages accurately for handed circular actions which example, some age groups or ethnic groups encourage participation; an may find mixed sex groups difficult.

Result: The speaker may have to repeat or contradict the Pitfalls of active listening skills facilitator. Active listening skills are very valuable and, with practice and supervision, a facilitator Underscoring Under-estimating the intensity will learn to avoid some of the pitfalls listed of the emotion expressed. Result: This can be frustrating and insulting for group members and Lagging Failing to move on with the can indicate that the facilitator is speaker to the next item.

Result: Members may feel the facilitator is not leading Over- Adding on to what was said or them or is failing to recognise expansion generalising the content of a their real needs, and they may contribution to the group.

Result: The speaker may feel misheard. Barriers to active listening Omitting Ignoring relevant facts, feelings or There are a number of barriers to active events. These include: Result: The speaker may feel misheard. Critical negative comment on what is said prevents true listening. Developing active listening skills To develop listening skills, the facilitator must continuously monitor and work to improve them. There are three stages to developing these skills: 1.

Awareness and analysis of current technique 2. Recognition of areas requiring work 3. Developing and implementing a realistic programme of skills development Improving skills means getting feedback on progress. Do they disrupt Linking n n n n n that flow? Was each interruption necessary? When do you do this? Why do you do it? How often? Focus on the The previous exercises give you some insight active skills listed in this chapter.

Ask for into your style and technique as a facilitator a reaction to your interactions in the group and enable you to target areas which would setting. Analyse your interventions in a group. Compare your style with that of the programme presenter. Personal barriers can include confidence, language, self-esteem, access Good facilitation is about encouraging information, access to services which individuals to join in group activities and can also be an institutional barrier , and to co-operate in the achievement of the education.

At the same time, a between personal and institutional barriers. A boundary is a limit, imposed and upheld Historically certain groups of people have had by the facilitator.

Agreed by the group, it may greater access to the resources of a society. For example, the people excluded from full participation as facilitator focuses on the overall objective and equals in society. Excluded groups include ensures that all activity moves towards it and women, working class people, people with is not side-tracked.

It has been boundaries is based on the core principle of found that as a rule, people from the excluded equality. Facilitation, by definition, should groups are more likely to experience personal promote equality.

If a facilitator fails to barriers to participation than people from recognise the institutional and personal the dominant or included groups. Facilitators barriers to genuine participation and working to create a more equal society need therefore equality , then it will be difficult to to be aware of these social factors that generate a climate of equality in the group. The institutional and personal facilitators must incorporate awareness of barriers to participation are further explored the social factors at play as well as the group in this chapter.

Over a series of meetings, however, It is important to note, however, that when each person is entitled to an opportunity to a group is set up to achieve a certain goal, contribute and it is the role of the facilitator to it invariably excludes some people from create these opportunities. In particular, the the outset. For example, the aim may not facilitator must watch out for the subtle ways be shared by or suited to some people who in which a person can be excluded.

To participate is a matter of choice rather than a deliberate For example: if they are difficult to denial of the right to be involved. On the other understand, perhaps because English is hand, there is often deliberate exclusion of not their first language, or the person has a some people on the basis of prejudice and speech disability, or if they find it difficult to inequality, which is not acceptable. Be aware and perhaps because they are new to the group or clear about the rationales offered by group the area, or if they feel inexperienced relative members for inclusions and exclusions, and to others in the group.

The facilitator needs be prepared to challenge any prejudices or to be aware of the many ways exclusion assumptions, where necessary. The facilitator is A sign of healthy participation is when all not responsible for what a member chooses members of a group have particular tasks, to say or withhold in a group — people will not functions, work or roles within the group. What a facilitator can Good participation is also recognisable by and must do is create an environment in the the types and number of interactions each group where people can choose to contribute person has with other members of the group.

The facilitator may devise a sociogram, which is a graph that indicates the types and Good participation keeps the group together numbers of interactions. It can also indicate and signals that all is well. Without it, the who interrupts, who asks questions and who group task may not be achieved.

People will builds on the ideas of others. There are external barriers to positive Whatever its type, participation is a vital issue participation and there are barriers within the for all groups. Poor participation Any of the following features occurring in a External barriers operate outside the group suggest that action is needed to redress group and prevent access or ease of the balance and improve participation: access to the group.

It is insufficient to say for able-bodied people. Does the venue meet a group is open to all if, in reality, it fails to be the other needs of some people, provision of a so and actually excludes people. These and society, and these may need more might he intimidating to some people, or challenging and change than the group they might be giving a false message about members recognise. It is often difficult for the group itself. We have all heard assumptions which hinder group progress.

These unwritten different sorts created to reach out to include codes are obstructive, since they exclude, but people who do not usually participate in the not explicitly. There may be general agreement group. These hidden barriers may the first step to developing a solution so that be unconscious or deliberate — either way a people do not continue to be excluded. Spotlight on the facilitator Read and reflect on the following and share Internal dynamics as barriers your findings with your supervisor: Within any group, there will be factors which inhibit or prevent full participation.

Ask the there is a lack of genuine communication. Unfairly and the improvement of participation in the divided work means not all members have group. Use the example below as a guideline: the chance to develop skills. This is a loss both to the group and to the individual. Lack Patience of formal experience in a task heretofore Mary may inhibit some people from volunteering Pat for jobs or positions on a committee. Mya This can be changed through an agreed Michel development plan for all members to Ellen address skills, confidence and experience.

For example: Pat interrupted Dave three times. Otherwise, rotate the role of observer among participants. Use a colour code to illustrate the enhance it at an individual or group level: difference in frequencies, for example, black for once, red for twice, and so on.

The end product people do not volunteer for all the jobs. This these groups so that they do not work only sociogram allows the group to see who with friends. Prepare for the arrival of new recruits to the Some practical boundaries, sometimes group. Boundaries which strongly that they lose a sense of their own affect how a group will work are described identity. The boundaries they experience below, and refer to a limit which exists around between themselves and the group are people, time, space, the group and the work ill-defined.

A facilitator must provide of the group. It is often easier to understand opportunities for both individual and team where a boundary exists when it has been development to ensure these boundaries broken. Individuals operate daily out of their become more defined. Again, the sense of accepted or rejected. For example, if someone self is vague. The facilitator works to stands so close that it is uncomfortable, the ensure that people exhibit a wide variety of discomfort or unease felt is an indication opinions and skills to encourage as wide a that a boundary has been broken.

It is up to the facilitator to lost. Thus, the task may not be achieved or ensure that boundaries are maintained the process of the group may be ignored. Make sure the important for the smooth operation of group knows the time limit to any exercise. The facilitator must keep to Encourage joint timekeeping responsibility the designated time so that members between facilitator and group.

Is there an attempt to through the session. This includes cover too much? Is there enough? Views differ on this relationship. Read and complete the following exercise 1 Very poor to help focus on boundaries and how to 2 Poor maintain them. Share your findings with your 3 Average supervisor. Circle the number appropriate to your response. How would you describe these sub-groups? Is there a pattern of support and support building?

For example, a challenge to and conflict produces anxiety for both the the authority of the facilitator may be a facilitator and the group members. As a sign of an individual coming to a sense of result, problems in a group may be ignored confidence, but ten challenges in a session until it is too late or there has been a major from that individual would be a warning sign confrontation in the group.

While problems may be turned to advantage, any group It is important to realise that when members experiencing several of the following patterns of a group genuinely interact, clashes or will provide an uncomfortable experience for difficulties may arise.

These reflect that the all concerned. Difficulty or conflict merely testifies to that fact. Causes of difficulties Dynamics Causes are not always easy to discover. They also need to retain a sense of their untangle and distinguish them.

Only then is own identity. The facilitator is not a fixer. Some of these feelings will be and lead to ill-feeling. For others it can distract one member.

This is especially true where Lifecycle of a group some members have little or no experience of Certain difficulties emerge at certain times in working in groups. Pairings and groupings Lack of clarity Inevitably, some people will get on better with When tasks, aims and methods are vague, each other and may try to work together all members will likewise be unclear about what the time.

This may result in the formation is expected of them. People are Events that occur in the community or wider sometimes assigned to a group and do not society will always impact on a group and on necessarily choose to join it. This, too, will group members. People will have reactions influence their individual aims. Some events, and the responses to them, create difficulties or conflict Previous experience within groups, and understanding how outside When people have experience of having events impact on group dynamics is essential worked in groups they carry this into the so that the facilitator deals appropriately with current situation.

A facilitator should try the presenting behaviours and issues. If it was a positive experience, Handling difficulties in groups then the person might be well disposed to Before deciding how to handle a difficulty or having another positive experience. Does this and explanation feel right? Facilitation to focus on the individual group members and group work both emphasise the and the group as an entity. Confronting may simply to speak and be listened to.

Its purpose The issue involved is explored, the facts, is to express feelings and to challenge events and realities of the situation examined.

The situation is defined with the group. Confronting difficulties Summary points are made and possible To be effective, the facilitator must: underlying issues discussed. If not, In some situations, group members may raise comments and requests should be repeated the problem.

Refer to the contract of behaviour whenever In order to break down barriers, share necessary. The ground rules are usually experience and build up trust. This can created in the first session, and are written up also help to lessen the influence of cliques on a flipchart from contributions by the group or sub-groups.

This sometimes agrees to the different rules drawn up at the allows people to change or develop their session and at intervals. The risk in being honest and direct is that one will Conflict be isolated, ridiculed or ignored.

This is When positions become entrenched a very real for people, and you help others difficulty in a group may develop into a to take this risk by modelling it. When problem. An example of escalation would be members recognise these characteristics where two people fail to communicate and, as in you, they will be encouraged to behave a result, two camps develop within the group.

Conflict may also be an indication setting in cases where a personal difficulty of competition between people which has is causing problems in the group, or where surpassed a healthy level. Before each session, ask how people and regulations have been since the last meeting. Developing Facilitation Skills - A Handbook for Group Facilitators 71 How to handle conflict Spotlight on the facilitator Most conflict can be handled by employing one or more of the methods outlined for Read and after reflection on the following, handling difficulties.

With bigger issues or share your findings with your supervisor. Addressing the 1. Examine two groups with which you work root causes often entails changes, which take and name the causes of difficulties which time and negotiation. What has been the impact of these will be an effective approach. When raising difficulties on the group?

What impact have they had on you? How do other group members react to individuals or sub-groups who bring up Conflict: the aftermath difficulties within the group?

With a The facilitator should use exercises where supervisor, decide on the areas of work that people can express their feelings about what you need to develop, set realistic targets, has happened, preferably one which will and then review your progress at a set time. It is also useful to take a look at the ground rules for the group to see if there is a of your skills and their development. Of the items scored 3, 4 or 5 list these in order of least highest to lowest priority.

The results of the following questions will provide you with a personal skills development programme plan. Re-read the relevant sections of this book to help you. Develop an action plan to enhance your skills. Developing Facilitation Skills - A Handbook for Group Facilitators 73 Sample skills development: Plan B Read the following statements and then fill in the blanks as honestly as you can, using this handbook as a resource.

Think of at least three alternatives to every answer and try implementing these alternatives in your work. After a period of time, review your progress. When someone is angry in a group: I usually a As an alternative, I could try b Another alternative is c If one person dominates: I usually a When one person is talking too much: I usually a When there is disagreement in the group: I usually a If someone disagrees with what I have said: I usually a When a pair needs to be split up I usually a If a sub-group forms in a group: I usually a If people are not talking to each other in a group: I usually a When someone brings up inappropriate material: I usually a If someone gives advice to another group member: I usually a If ground rules are broken When someone breaks the confidentiality of the group If someone is leaving the group If newcomers join the group Which ones?

On the what, where this will take place, how and basis of this, organisations then make yearly, when it will be completed, and decide on monthly and weekly plans. Within these time- the priorities within the plan. Decide who will do this and when it for the facilitator to check with the group will be done. Sufficient time must be allowed for the objectives to be met. If further the time limit on the tasks, and work research is needed, decide who will do it.

Facilitating a decision-making Sample short-term planning session session This planning session is to devise a three- When a group of people work together year plan and may actually take place over towards a common aim, they must make two or three meetings. Alternatively, groups schedule of meetings. List these on Having a facilitator who takes on the role of a chart. If this is not the next one to three years. List these on a clear, possibilities are discussed. Decide session. Does available.

This method facilitates people being the option meet the needs of the people able to identify the benefits of a number of involved? This may involve taking to dismiss all other options for one which a vote or reaching a decision by consensus. Reaching consensus can take a long time. It involves allowing the group members to Develop an action plan for the implementation talk out all the pros and cons, preferences of this decision.

A date for informing the and problems about each option. With group of the outcome of the decision must be consensus, the objective is that everyone agreed, along with a date for evaluating the agrees with the final option chosen.

Voting is quicker, decisions can be taken The question of power within the group and earlier and each person has an equal vote. In this setting, the participation, inclusion, equality of regard and respect for A decision must be made on whether the vote all members becomes even more crucial will be secret or by a show of hands. The group so that the decision genuinely reflects the must decide whether the vote will be by simple wishes of all the members. This is useful if a wide array have the wishes of all members of a group of options are available, for example, ideas for reflected in a decision, a facilitator will need education courses or for items in the summer to change the focus of the discussion so project.

This involves acceptable to everyone even if this is not the giving a maximum of 10 votes to each person first preference. Sometimes, taking a break in a decision- Chart each option, with information noted making process can help a group. Staying at a beside it on a flipchart. Agree this before the energise. Be the decision. Spotlight on the facilitator While the decision rests with the group, the facilitator may have experience to add and Consider the following and share your to speak from which could be helpful.

Being findings with your supervisor: silent is not always appropriate either! Look at one planning session you have Sample decision-making session facilitated. This will involve writing a proposal. For which activity does the group think it should apply for funding? List preferences on a chart. List these on a flipchart. Individuals rank these options in terms of preference or needs.

This chapter briefly is a very basic one — most suitable for short- explains evaluation and advises how to develop sessional analysis. Evaluation of a major evaluation techniques, emphasising that the project which has been operating for a long crucial benefit of evaluation for the facilitator period of time will obviously be a more lies in the ability to use the outcomes of an complex and time-consuming task. Evaluation procedure An evaluation is an exploration of four areas: What is evaluation?

Evaluation is about critically examining two 1. Acknowledging what has been achieved specific areas of group work which have 2. Recognising how outcomes relate to the taken place. Firstly, it is about examining initial objectives the process by which a group has or has 3. Secondly, it is different about looking at the individual and collective 4. Making plans or suggestions for the future performances of the facilitator and group based on the lessons learned members and assessing how they have contributed to achieving the original aims.

The process can be a sensitive one. As a The information gleaned from an evaluation result, the questions which the facilitator informs future plans or proposals. Modifying and Adjusting — learning from the collation and assessment and from 1. Collating — gathering information, written insights into the successes and the areas or oral, by listening and through exercises. The following questions are useful ones to consider when gathering information from 4.

Evaluation involves an smoothly? The following questions are was supposed to cover? It is also important to note that in which type of session is under scrutiny. Alternatively, a group member may be When choosing what sort of evaluator will be selected to run a session on evaluation.

Some evaluation sessions are part of a programme and others exist in their own right. In evaluation, allow plenty of time for asking and answering questions.

This part of a session requires as much attention as any other. Gather this from the group, questions carefully, keeping in mind if appropriate.

This could also be done in the full group setting. Record these responses them on individual sheets for each member on a flipchart. Ask full group to the list above.