Final Effective Facilitation

Effective Facilitation
Dr JP Upadhyay
Facilitation?
• “ To make it easy or less difficult”

Webster’s Dictionary
Definition
• “the process of helping people to learn or achieve something or to
find a solution to a problem without directing how they do it”
(Dictionary of HR and Personnel Management)
• “someone who actively encourages individuals and groups to

deepen their own understanding and learning and to identify
strategies for development through the use of discussion and
dialogue” (Dictionary of HR and Personnel Management)
• “ a person who has the role of empowering participants to learn in

an experiential group” (Heron, J (1999) The Complete Facilitator’s
handbook; Kogan Page)
If students are to learn desired outcomes in a
reasonably effective manner, then the teacher’s
fundamental task is to get students to engage in
learning activities that are likely to result in their
achieving those outcomes...It is helpful to
remember that what the student does is actually
more important in determining what is learned
than what the teacher does.
Thomas J. Shuell (1986) cited in Biggs and Tang
(2007)
Develop Core Competencies
Process
How you work

with the group.
Content
What you
cover.
Facilitative Approach
• Creating a structure that is open and flexible
enough to allow for exploration of issues.
• Creating a process to invite participants to

actively engage in their learning.
• Listening and asking questions.

Building Blocks of facilitation
• Adragogy
• Theories of Experiential Learning/Learning
styles
• Group Dyanamics
• Personality of facilitator
Before Learning Starts, Adults Ask
Different Learning Styles
How do you learn best?
• Kinesthetic.
• Visual.
• Auditory.
ACTIVIST
Concrete
Experience
Experiential REFLECTOR
PRAGMATISTS
Learning
Reflective
Active
Observation
experimentation
THEORIST
Abstract
Conceptualisation
Group dynamics
• “Group dynamics is the combined configuration
of mental (cognitive), emotional and physical
energy in the group at any given time; and the
way in which that configuration undergoes
change” (Heron, J; 1999)
Heron Model of Facilitation
Planning Dimension
Role of Facilitator in planning agenda and focus of the group
Moving group to self-manage time and outcome
Meaning Dimension
Role of facilitator ensuring everyone understands meaning and interpretation
of all experiences and contributions by members Moving from high to low
intervention or interpretation
Confronting Dimension
Role of facilitator in raising consciousness about the group’s resistance to
and avoidance of issues to face and deal with. Challenging defensive and distorted
behaviour, beliefs or inappropriate attitudes. Moving from high to low
confrontation
Heron Model of Facilitation (cont.)
Feeling Dimension
Role of Facilitator in enabling group to manage the emotional affective
dimension within group dynamics
Move from promoting cathartic release and expression to

encouraging positive thinking and expression
Structuring Dimension
Role of facilitator in ensuring managing process and learning task -
determining focus, learning resources available etc.
Valuing Dimension
Role of facilitator in creating environment where individuals can be
genuine on self disclosure in a climate of personal value, integrity and
respect.
Feeling Dimension:
(Management of feeling and emotion)
• Are we all feeling involved and able to participate, at this stage?
• We seem to be in a high emotional state which is impacting on our ability
to work together; why is this? What can we do?
• How far does everyone feel understood and respected?
• Our dialogue seems to becoming irrational and emotional; should we take
a little time out for reflection?
• How are we feeling about this decision making stage?
• I sense that there are high levels of frustration within the group; do we
need to address this?
• Do you feel the group is working well together? What do you think is going
well? Is there anything we need to address?
• I sense that there is a high level of emotional maturity being
demonstrated within the group. Do we need to be acknowledging /
supporting this more?
Meaning Dimension (Interpretation)
• “We have been discussing this aspect for some time now, can anyone
summarise what we have learnt?”
• “Can I ask, x, what do you mean by y”
• “X, you have mentioned y a number of times now, why is this a recurring
theme?
• Do you think that we have a shared understanding about the problem?
• Are we moving ahead to solutions without having fully understood the
problem?
• We have spent a long time on this dimension – why do you think that is?
• Why is it that we all have such divergent views?
• Are there any other underlying themes which we should be surfacing and
considering?
• X – do you see any relationship between a and b? Is so what? Why?
Confronting Dimension:
(Raising consciousness about resistance / avoidance / blockages)
• “I wonder whether behaviour X is a way of avoiding y – what do you
think?
• Contributions are being blocked from this group – why is that occuring?
• I think we are getting stuck in behaviour y – what can be done about this?
• Can anyone tell me, why are we struggling with this issue?
• We don’t seem to be able to move forward –what is going on in terms of
the group dynamics here?
• We agreed in our ground rules to …., why are we breaking with that?
• I think we are low in energy and challenge – what should we do about
this?
• Does the group feel it is open to consider new ideas or are we preferring
to stick to the traditional ones?
Five Stages of Group Development
• Forming
• Storming
• Norming
• Performing
• Adjourning
Forming
Group members often speak hesitantly or are quiet

Storming
This stage is characterized by conflict that can range from

almost nonexistent to intense
Norming
Group cohesiveness, trust, leadership, and a commitment to the

group’s goals are accomplished
Performing
• The tasks of the group are undertaken
• The group remains on-task
• People participate and there is a free flow of
information with differing positions and viewpoints
being heard and considered
• Decisions are being made and upheld without a
rehearing of differing positions or viewpoints
Adjourning
• Task completion
• Bringing closure to decisions
• Bringing closure to roles
• Summarizing agreements
• Foreshadowing issues for the next meeting
Facilitator’s Role in Group Stages
• Forming: to be more directive by clearly articulating the purpose of
the meeting/group and discussing ground rules for group
functioning
• Storming: to help members deal with conflict, clarify differing
viewpoints, and make sure hidden agendas or viewpoints are
revealed-keep people focused on the big picture (it is about the
students)
• Norming: to use problem-solving skills to mediate differing
positions, clarify any role ambiguity, and when appropriate refocus
the purpose or rules for group functioning
• Performing: to be a collaborator and to keep the group moving in a
nondirective manner-stay out of the way and manage time
• Adjourning: to summarize decisions and clearly articulate
responsibilities of group members
Personality Attributes of Facilitator
Preparation & Planning
Contracting - Agenda, Ground rules

and Climate setting
generic Helping the group to focus on the task

and identify the issues
facilitation Monitoring the process and group
process dynamics / feedback
Enabling emotions, fears and concerns

to be expressed
Acknowledging and enabling conflict

1. Defining the Present
• Clarifying the problem
• Identifying what needs to be challenged
• Defining common language and a starting point
2. Envisioning the Future

• Brainstorming for generating positive ideas
•
Egan model
Avoiding filtering, prioritising, leading or setting boundaries
• Shift feelings, thoughts and perspectives
• Developing a range of possible scenarios
•
for facilitation 3. Defining an Outcome

• Evaluate ideas
• Narrow options, taking into account agreed criteria and
for process •
•
boundaries
Building consensus
Redefining issues if necessary
consultancy •
4. Getting There
• Brainstorm barriers and ways to overcome them
• Breaking down options/ideas into tasks - who, what, where, when
(CREATE) •
•
Gaining agreement

5. Commitment to Action
• Making decisions
• Action planning
• Building commitment
• Review process, outcomes, amend and monitor
Thanks

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Effective Facilitation

• “ To make it easy or less difficult”

• “someone who actively encourages individuals and groups to

• “ a person who has the role of empowering participants to learn in

How you work

• Creating a process to invite participants to

• Listening and asking questions.

Move from promoting cathartic release and expression to

Group members often speak hesitantly or are quiet

This stage is characterized by conflict that can range from

Group cohesiveness, trust, leadership, and a commitment to the

Contracting - Agenda, Ground rules

generic Helping the group to focus on the task

Enabling emotions, fears and concerns

Acknowledging and enabling conflict

2. Envisioning the Future

for facilitation 3. Defining an Outcome

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