Facilitation SkillsAbdurrahman Q. AlQahtani

Consultant & Coach

Knowledge Passion Consulting

aq@knowledge-passion.com

الصافات-(( 11)فاستفتهم أهم أشد خلقا أم من خلقنا إنا خلقناهم من طين لازب )

الزخرف–(( 9)يم ولئن سألتهم من خلق السماوات والأرض ليقولن خلقهن العزيز العل )

الملك-(( 28)ذاب أليم قل أرأيتم إن أهلكني الله ومن معي أو رحمنا فمن يجير الكافرين من ع)

الحديث" ... أتدرون ما المفلس؟: "قال رسول اهلل صلى اهلل عليه وسلم

الحديث" ... أتدرون ما الغيبة؟: "قال رسول اهلل صلى اهلل عليه وسلم

الحديث" ... وماذا أعددت لها؟: "متى الساعة؟ قال: سأل أعرابي النبي صلى اهلل عليه وسلم

“I keep six honest serving-men, they taught me all I knew …

Their names are What and Why and When and How and Where and Who.”

– Rudyard Kipling

Schedule8:45 Start

10:30 – 10:45 Morning Break

12:00 – 1: 00 Prayer & Lunch

2:00 – 2:10 Afternoon Break

3:30 Finish

The Parking Lot

Questions Likes Aha Moments

Things to Change

Topics

Presenting vs. Facilitating

Your Development Plan

Facilitator Competencies

Facilitation in Action

Facilitation Techniques

Handling Disruptive Participants

Presenters and FacilitatorsRecognize the differences between presenting information and facilitating the actual learning and participation in that information

Presenters vs. Facilitators

Pick a recorder to take notes

Brainstorm differences between presenters and facilitators

Introduce yourselves along

Complete this exercise in 6 minutes

Present your work

ActivityGroups

20 min

How a Facilitator Differs from a Presenter

Focus is on the participant

Shares control with participants

Credibility is from the environment, not expertise alone

Accountability for participation and outcome is shared

Participants are engaged on multiple levels

Facilitator CompetenciesAssess one’s knowledge and confidence levels regarding facilitator competencies

Areas of Facilitator Competency

Communication Skills

Environment & Climate

Presentation/ Facilitation skills

Credibility

Use of Media

Facilitation Techniques

Facilitator Self-Assessment

Use Handout 2: Facilitator Self-Assessment

Take 11 minutes of “solo time” to complete it

This is for development purposes only

So be honest about yourself

Then share your self-assessments with a partner

Take 6 minutes to discuss with your partner

AssessmentIndividual

20 min

Facilitation techniques: The Interactive LectureLearn how to facilitate using an interactive lecture

The Interactive Lecture

Focus is on the facilitator

Participants are relatively passive

Ask participants questions

Invite their questions

Use when participants don’t know much about the content

Traditional Lecture Interactive Lecture

Tips for Using Interactive Lecture

Plan key questions

Plan the intervals

No “straight lecture”

The same principles can be used with …

Watchingvideos

Viewing presentations

Reading books/handouts

Self-assessments

Takingnotes

Completing pre-work

BREAK

Facilitation techniques: The Guided DiscussionLearn how to facilitate using a guided discussion

The Guided DiscussionA discussion/dialogue between facilitator and participants that is guided by a series of planned facilitator questions

Definition

Use when participants know something about the content and can engage with itWhen?

Use this activity to debrief other activitiesExample

Planned Facilitator Questions

Craft a question

?Note most

likely responsesPlan follow-up

comments

Facilitation techniques: The Structured ActivityLearn how to facilitate using structured bridge activity

The Structured Bridge ActivityParticipants work together

Uses content at a deeper level

Participants are more active and involved

Facilitator’s role: organizer, observer, and guide

Used with participants who have some knowledge of the content

Structured Bridge Activities

Pick a recorder to take notes

Work together to answer these questions:• What is the biggest difference between structured

activities and the activities examined so far?• Why are these activities called “bridges”?• Where do the participants get the content they

work with in a structured activity?• What are two examples of structured activities?

Work for 14 minutes

Present your work

ActivityGroups

25 min

Types of Structured Bridge Activities

Small group discussion

Group inquiry

?

Information search

Small group assignment

Problem solving

Games & Exercises

Peer teaching

Solowork

PRAYER & LUNCH BREAK

Facilitation in ActionBrainstorming for Change

Change Swims in a Field of Forces

RESTRAINING FORCES DRIVING FORCES

Positive Forces for ChangeObstacles to Change

PRESENTSTATE

STRENGTHEN►►►►►WEAKEN►►►►►►►

Measure It On The Force Field

ScaleActivityGroups

60 min

1| What to Change?

2| Identify Forces

3| Scan & Consolidate

4| Vote on Each Note

5| Average & Put on Scale

6| Discuss & Strategize

BREAK

Managing Disruptive ParticipantsDevelop strategies to facilitate while handling the needs of disruptive participants

Types of Participants

Those who want to socialize or pick up new ideas

Those who are simply taking a break from the daily grind

People who wish to participate and are there voluntarily

People sent by their managers

Managing Disruptive

Participants (I)Pick a recorder to take notes

Identify examples of disruptive participant behavior

Identify and discuss causal factors

Present

ActivityGroups

15 min

Typical Disruptive BehaviorsEngaging in side conversation

Talking too much, monopolizing discussion

Complaining, being negative about the event or the organization

Daydreaming, not really being “there”

Heckling the facilitator

Challenging the facilitator on content or technique, a “know-it-all”

Typical Disruptive Behaviors (continued)Telling jokes or clowning around at inappropriate times

Making an inappropriate remark (sexist, racist, and such)

Doing other work, reading the newspaper, or making phone calls

Remaining silent, not participating verbally

Withdrawing from the group interpersonally, physically, or both

Going off on a tangent, missing the point

Causes for Disruptive Behaviors

SimplyBored

Shy, or reserved

Uncomfortable with the subject

Wants attention, the spotlight

Unhappy about the organization

Distracted by external matters

Not engaged in the work

Wants to be acknowledged

Underlying factor for most disruptive behavior

The participant has a

“Personal Agenda”

Managing Disruptive

Participants (II)Use Handout 31

Develop strategies to address disruptive behavior

Present

ActivityGroups

15 min

Personal vs. Professional Agenda

facilitator’s personal agenda is triggered by a participant’s disruptive behavior

facilitator recognizes his or her personal agenda and potential behaviors, but chooses not to act on it

facilitator identifies participant’s probable personal agenda

facilitator mentally reiterates professional agenda

facilitator chooses to act on professional agenda, with behaviors that meet the participant’s agenda

Step 1 Step 2 Step 3 Step 4 Step 5

Example

Thinks:

“What a whiner! This person needs to shut up before he brings the whole group down and I have to bring them back up somehow.”

Wants to argue with him.

Wants to cut him off before he can finish his thought.

Would like to say, “Well, there’s nothing we can do about that.”

Wants not to acknowledge complaint.

Guesses the person doesn’t want to be there, has other things on his mind that are more important for him.

Assumes he wants his complaint to be acknowledged.

Thinks:

“I must continue to make the event and/or learning happen.”

The facilitator asks if others feel the same way. If they don’t, then he offers to assist and/or listen to the disrupter during a break.

If others do feel the same way, the facilitator might have a productive tangent to deal with. …

Participant complains; is negative about the event or organization

Step 1 Step 2 Step 3 Step 4 Step 5

Facilitator TacticsNot getting caught in one-on-one power struggles

Using good-natured humor

Connecting with the participant on a personal level

Broadening the participation of the rest of the group

Protecting participants as needed

Using a separate Issues Chart or Parking Lot to postpone issues

Recognizing the participant’s point and then taking the discussion offline

Changing the composition of small groups

Modifying activities or facilitation techniques

Your Development PlanPrepare development plan strategies for practicing facilitation skills back on the job

Structuring the Development

PlanUse Handout 40: Development Plan Worksheet

Create your development plan

Share your initial plans with another participant

Complete and implement the development plan on the job

ActivityIndividual

15 min

Features of a Good Development Plan

Challenges you out of your comfort zone

Provides experiences that is relevant to your needs

Provides you with a variety of experiences

Broadens your perspective

Facilitation Skills Course

What did you learn today?

How are you going to use it?

Which area would you like to expand on?

Which area that you like and we didn’t cover today?

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