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Active Facilitation Techniques
- 1. Active Facilitation Techniques ACE 2016 Memphis, TN Marina Denny
- 2. Collaborative Process Engaging multiple stakeholders in cooperative deliberations to address issues and solve problems.
- 4. Collaborative Framework Assess Collaborative Potential Engage Stakeholders Understand Issue Generate Alternatives Select Alternative(s) Implement Alternative(s)
- 5. DO use a collaborative process when… • Issues are complex • Many parties are affected • There is a great deal to be lost or gained by some stakeholder groups • No single agency/individual has clear or complete jurisdiction • No single agency/individual has the resources and expertise to develop and implement a solution • No clear solution is evident • Issues are negotiable and/or parties are willing to negotiate
- 6. DO NOT use a collaborative process when… • Level of concern over the issue is not great • Basic values or principles are the focus of the problem • Extreme polarization prohibits face-to-face discussion • Time is not sufficient; quick action is required • Funding for implementation is not available • Timing is not right for the stakeholders • Relevant information is not available • Legal clarification is needed
- 7. Potential Problems in Meetings • Inadequate preparation • Purpose isn’t established or clarified • Participants lack confidence or trust in leader • Participants do not feel free to express themselves • Alternatives are not considered adequately • The group strays off task • Language is too technical or has too much jargon for participants
- 8. Ways to Improve Meetings • Practice good facilitation skills • The meeting and processes are well thought out and planned • Participants understand the purpose of the meeting • Participants are kept on track • Ground rules are established and participants are held to them
- 9. Facilitation Skills • Ping-Pong • Synthesize • Hold Up a Mirror • Label Sidetracks • Put it in the Parking Lot Stay Neutral on Content Listen Actively Ask Questions Paraphrase Summarize
- 10. Normal Task Focused People Focused Passive Aggressive Get It Right! Get It Done! Get Along! Get Appreciated!
- 11. Consensus • A decision making process that includes ALL persons • ALL members must agree on final decision • ALL members have a direct voice and the power to veto • Decision cannot be based on majority rule
- 12. Why Consensus? • Promotes participation • Empowers all involved • Makes everybody content • Looks out for best interest of company/team, not the individual • Kaizen (“change for better”) Lost on the Moon
- 13. Prioritization (Principle) – doing ‘first things first’ (Process) – evaluating a group of items and ranking them in their order of importance or urgency
- 16. Travel Kit Itinerary Roadblocks Final Destination Hitchhikers
- 17. Exit Survey How was the meeting style? How did the discussions match your expectations? How was the pace? Too fast Just right Too slow Exceeded themMatched themThey didn’t Too many activitiesJust rightToo much lecture
- 19. •Visual recording techniques •Graphic tools Collaborative Process •Brainstorm •Build consensus •Prioritize Effective Decision-Making • Increased engagement & participation • Saves time • Have fun! SUCCESS!
- 20. Active Facilitation Techniques ACE 2016 Memphis, TN Marina Denny mdd269@msstate.ed u 662.325.1175
Notas do Editor
- Decision Making Continuum
- What if you had a more visual representation of each of the components of a SWOT analysis? By understanding that the strengths and weaknesses/challenges are internal to the organization/team, while opportunities and threats are often external, you can start to form a better picture of who, what, when, where, why, and how as they pertain to identifying and addressing issues in the workplace.
- What about planning an activity or lesson, especially for those of us doing staff development, in-service trainings, or extension outreach? The standard lesson plan template can be quite boring… but by approaching an activity or lesson as an idea with stated outcomes (also known as learner objectives), you can then go back to each of the necessary components with a renewed perspective. Plus, by centering the outcome on this graphic, you can visually connect each piece of the plan back to the outcome and to each other. For example, the description would summarize the purpose of the activity/lesson and the target audience. You could then personalize the activity to the identified audience, by incorporating any prior knowledge or experience that would contribute to the learning experience. The design would explain how the activity would be carried out so that the identified audience was at the center of the learning experience and the learning outcomes would be considered. Finally, the assessment would dictate options for evaluating the effectiveness of the activity in meeting the stated personalization and design criteria, while giving the audience opportunities to demonstrate understanding and competency of the stated learner outcomes.
- Program Planning Travel Kit – What do you need for the road trip? What are your inputs? (Time, money, resources, etc.) Itinerary – What are you going to do on this road trip, step by step, stop by stop? What types of things might you learn? How do you think your attitudes about things might change? (Outputs – activities; Short- and medium-term outcomes) Hitchhikers – Who might you pick up or interact with along the way? (Outputs – participants) Roadblocks – What possible external factors might generate delays or detours on your trip? What assumptions might get you in trouble? Destination – Ultimately, what’s your final destination? What will be the most memorable aspects of this trip that will stay with you for a very long time? (long-term outcomes)
- What about at the end of a meeting or workshop? If you’re more interested in how successful the format of the session was rather than the content, then this exit survey can be quite useful. Draw it on a dry erase board, or make it into a laminated poster placed on an easel as folks are leaving. Then they can simply place a mark along each continuum to indicate, in this case, how they felt about the pace of the workshop, the quality of the discussions, and the style of the meeting. What other types of questions could you ask here?