IMPACTING LIVES â—? DEVELOPING LEADERS
Presents:
Basic Facilitation Skills Training For Leaders
Think it. Mean it. Show it. Page 1
IMPACTING LIVES ● DEVELOPING LEADERS
Basic Facilitation Skills Training Participant Manual
©2012 by LEGACY Supply Chain Services
For more information on LEGACY Supply Chain Services Organizational Development and Leadership Training, contact: LEGACY Supply Chain Services Organizational Development 99 Bow Street 3rd Floor Portsmouth, NH 03801 Phone: (603) 422-0777 Fax: (603) 422-7337
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IMPACTING LIVES ● DEVELOPING LEADERS Expectations The 5 A’s of LEGACY Training
Attend every session. If there are extenuating circumstances that will keep you from attending a session, it is your responsibility to seek out a team member and have them share with you the learning from the session you missed. Missing a session is not an excuse to not be able to learn and apply the materials that were covered.
Actively participate. Talk with the facilitator and with your teammates. Ask questions. Offer ideas from your experiences. Make suggestions on how to apply the material. This does not mean you have to talk in every session, but it does mean that you should show that you are actively engaged in some way (making eye contact with whomever is speaking, nodding your head to show you understand a point that was made, etc.). Please understand that your active participation in this process is vital, as you and the trainer are partners in this venture. The learning outcomes expressed on page 4 will not happen if you expect them to happen to you. You must make them happen. Attendance at sessions is not enough to make the desired outcomes become a reality – you must actively engage with the materials and with your teammates. You must be willing to think critically and creatively about the contents and how you can apply them, you must be willing to believe that a solid understanding in such materials will help you become an even better LEGACY team member than you already are, and you must actively work outside of sessions to apply the contents explored in each session.
Admit that you have a lot to learn. We all do. Learning should be a cycle that never ends. Each session, a different topic will be introduced in this training, and while you might be familiar with some topics more than others, no one person is an expert in all of them. The facilitator and your LEGACY teammates each come to the table with a great deal of experience that can shed new light on an old topic, so if you are paying attention, there will always be something new to learn or a new way to look at something you already know.
Assist your teammates. While this curriculum aims to help each of you as individuals, it also aims to help build the LEGACY team. Sharing this experience together can be very powerful if you strive to work together to support each other, challenge each other, and generally help each other in understanding and application of this material. And, you might make a few new friends while you’re at it!
Apply yourself and the material. You will only take away from this learning experience how much you are willing to give to it. So please – strive to apply yourself and make the most of the material and the overall experience. And, of course, as had been already mentioned, work to implement tangible actions based on what you learn in the sessions. If you apply yourself to the material and apply the material in your facility, you will be well on your way to creating a values-driven culture in your facility and on your team!
Please take a moment to seriously consider what it will mean for you to be able to meet your own expectations and those of your teammates, as well as the 5 As.
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IMPACTING LIVES ● DEVELOPING LEADERS
WELCOME to LEGACY Basic Facilitation Skills Training! Through the exploration of the nature of basic facilitation, you will learn valuable practical philosophies and skills that you can apply after each session. These philosophies and skills will make you an even greater asset to your facility and to the LEGACY team than you already are. ____________________________________________________________________________________________
Course Objective: To provide leaders with an understanding of basic facilitations skills. The word facilitate comes from the Latin word, facilis, which means “to make easy”. As facilitators, that is our job: to guide the learning process and make the journey as smooth and rewarding as possible for the learner – to make the learning easy.
_____________________________________ (4) One Hour Sessions plus Appendices 1. 2. 3. 4.
Creating a Facilitation Environment Learners are responsible for learning Facilitator’s role & responsibilities Learning Activities (techniques)
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WHAT YOU WILL NEED TO GET STARTED: Printed copy of this manual Pen or pencil Extra paper (if you like to take a lot of notes!)
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IMPACTING LIVES ● DEVELOPING LEADERS At LEGACY, LEADERSHIP is defined as the active, team-oriented process of thinking critically about (THINK it), believing in (MEAN it), and living (SHOW it) our LEGACY values, day-in and day-out, in a meaningful way that drives the creation of extraordinary, sustainable relationships and results. Leadership is about being an active part of establishing LEGACY’s Performance-Based Culture. This training program, while it is not specifically focused on the LEGACY Values, is being presented to you because it builds upon the foundation of the LEGACY Values and will assist you in creating a PerformanceBased Culture in your facility/office and on your team. The LEGACY Training motto “THINK it. MEAN it. SHOW it.” which is a reflection of the fact that our aim with this training is to help us develop our overall leadership philosophies and skills through our exploration of contents related to LEGACY’s Core Values. Each session in each of the training modules we will encounter throughout the duration of this training program will connect back to the theme of “THINK it. MEAN it. SHOW it.” by asking and exploring the answers to three key questions: 1 – WHAT? This section includes the content, the topic; will mainly consist of exploring pertinent information about the topic at hand. By asking and answering “WHAT?” about the topic, we will explore the “THINK it” component of our leadership development model. 2 – SO WHAT? This section will challenge the group to make sense together of what the content really means for the company, for our office, and for ourselves as individuals. By asking and answering “SO WHAT?” about the topic, we will explore the “MEAN it” component of the leadership development model. 3 – NOW WHAT? This will be a brief but important section, where we will be challenged as a team to create an initiative (it can be big or small, team-based or individual-based, etc.) to apply the contents and demonstrate our understanding of them. By asking and answering “NOW WHAT?” about the topic, we will examine the “SHOW it” component of our leadership development model. Considering any of these three questions in isolation of the others, while important, does not give a comprehensive view of the topic at hand. However, when we put all three of the components together – regardless of the topic – it presents the most holistic view of the topic and helps those studying the topic to exert their leadership potential in very positive and effective ways. Visually, this holistic approach looks like the diagram at the top of the next page:
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IMPACTING LIVES ● DEVELOPING LEADERS Session One
Creating a Facilitation Environment
Each leader will understand that facilitation requires stepping back, being a guide, and supporting learners in a self-discovery process (THINK it). Each leader will recognize the value supporting the learning process and allowing it to unfold as each learner needs it to. (MEAN it). Each leader will be able to demonstrate facilitation skills as required with any type of group eager to take responsibility for their own learning. (SHOW it).
What’s the Big Idea?
Facilitating is being a guide for others
Facilitating is not Presenting –
Facilitators focus on the learner
Facilitators share control of the experience
Facilitators do more listening, questioning, and coaching than “telling”
Can you share an experience of being a guide? OR Being guided? Did learning happen – examples?
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IMPACTING LIVES ● DEVELOPING LEADERS Meeting Learners where they are ; not where you are – expand – no SHOULDS allowed! Guide to self discovery – learning belongs to the learner
What do you need to be a credible facilitator? a) b) c) d) e) f)
Subject Matter Expertise (connection to content) Experience An understanding of how adults learn A respectful attitude Responsibility for a comfortable learning environment Flexibility
Now What?
Practice being a guide for others in as many conversations as you can this week. Pay attention to how different people react your new posture. What are the positive reactions? Negative reactions? Make notes and bring examples to our next session.
Facilitating is being a guide for others
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IMPACTING LIVES ● DEVELOPING LEADERS
Session Two
Learners are responsible for learning
Each leader will understand that facilitation requires stepping back, being a guide, and supporting learners in a self-discovery process (THINK it). Each leader will recognize the value supporting the learning process and allowing it to unfold as each learner needs it to. (MEAN it). Each leader will be able to demonstrate facilitation skills as required with any type of group eager to take responsibility for their own learning. (SHOW it).
What’s the big idea?
There are many “right” answers
What is Learning? Acquisition of new skills, attitudes, and knowledge Application or usage of new skills, attitude, and knowledge What is an adult learner? “Competent people … able to acquire knowledge in the context of its application” – Malcolm Knowles
How do you learn?
How do adult learners learn?
Review Appendix 1 Page 8
IMPACTING LIVES ● DEVELOPING LEADERS
How do people take in information? Sensory learning… o Visual – what they see: _____________ _____________ _____________ o
Auditory – what they hear: _____________ _____________ _____________
o Kinesthetic – what they experience physically: _____________ _____________ _____________ Do you have examples to share with the group?
How do adult learners process information?
Achievers – focus on doing and accomplishing results (like sequence, logical order, clear step-by step directions) Evaluators – sometimes referred to as thinker, analyze, and use a logical process to resolve issues (good at assimilating information) Networkers – prefer to develop close relationships with others and avoid conflict (good listeners, seek consensus, may be slower to decide) Socializers – like to talk and share…and have fun (may choose to stay on the surface of issues) Observers – best at viewing concrete situations from many different points of view – like to conceptualize (sometimes at the risk of taking action).
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IMPACTING LIVES ● DEVELOPING LEADERS
WHAT KIND OF LEARNER ARE YOU …… ?
Now What? Look for opportunities to practice recognizing different learning styles. Make notes and bring them to class next week.
There are many right answers
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IMPACTING LIVES ● DEVELOPING LEADERS Facilitator’s roles and responsibilities
Session Three
Each leader will understand that facilitation requires stepping back, being a guide, and supporting learners in a self-discovery process (THINK it). Each leader will recognize the value supporting the learning process and allowing it to unfold as each learner needs it to. (MEAN it). Each leader will be able to demonstrate facilitation skills as required with any type of group eager to take responsibility for their own learning. (SHOW it).
What’s the big idea?
Facilitation is servant leadership
Effective facilitation: - what is it in your opinion?
Less is more - Building on Theory (personal experience) - Practice (oriented to work or life) Feedback - Individual differences are recognized - Review Appendix 2
Facilitators are responsible for both task and process. 1. Process - lead how group interacts, support learning of the group, help learners apply new skills, attitudes, knowledge. 2. Task – manage the agenda, model positive behavior, content expert, be a consultant (advisor, coach) 3. Task - know your learners (before you start) – capture expectations, establish ground rules Page 11
IMPACTING LIVES ● DEVELOPING LEADERS Have you been successful??
Learner –centered ? Experiential? Able to be evaluated? Residual? Numerous instructional methods?
Facilitation is servant leadership
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IMPACTING LIVES ● DEVELOPING LEADERS Session Four
Lights, Camera, Facilitation in action
Each leader will understand that facilitation requires stepping back, being a guide, and supporting learners in a self-discovery process (THINK it). Each leader will recognize the value supporting the learning process and allowing it to unfold as each learner needs it to. (MEAN it). Each leader will be able to demonstrate facilitation skills as required with any type of group eager to take responsibility for their own learning. (SHOW it).
What’s the big idea?
Facilitating is fun and energizing
Opening Activities: 1. When everyone is in the room build in time to make introductions (if needed) 2. Ask participant to voice their expectations and capture them on a flip-chart or whiteboard 3. Ask participants to voice “ground rules” for the session (EG; everyone listens when someone is talking, everyone shows respect to each other, etc…) 4. Prepare an ice-breaker activity to get participants involved early ** Remember: Be Yourself – you are you not an actor or someone pretending to be a facilitator Types of Learning activities: 1. Content/Knowledge/Comprehension 2. Structured Exercises – solo, guided discussion or Q&A, small group discussion, group inquiry, information search, small group problem solving, peer teaching, game, debriefing session 3. Skills practice 4. Transfer Activities - action planning, performance contracting, application discussion, barriers and strategies, enablers and strategies, manager presentation, case studies, team projects, letters home Page 13
IMPACTING LIVES ● DEVELOPING LEADERS Review Appendix 4
Closing Activities: 1. 2. 3. 4.
Review and summarize Emphasize the most important content points Review transfer/application opportunities Complete evaluations/feedback (What worked?, What didn’t?, More, Less, Different?)
Activities/Technique Sequence:
Lecture Structured exercise Discussion Application Debrief discussion
Keys to Remember (non-negotiable):
Clear instructions are a must
Script your time and hold yourself accountable – more doing, practicing – less passive listening
Group work – stay in the room – provide immediate feedback (positive & negative)
Facilitating is fun and energizing Page 14
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Appendices Appendix 1
Principles of Adult Learning: 1. Learner readiness is critical to success 2. Adults learn best when they are actively participating in the learning (vs. passive receivers) 3. Adult Learners are responsible for their learning and capable of self-direction 4. Adults learn by “making mistakes” 5. Adults learn by connecting new information with what they already know 6. Adult learners learn through all of their senses, however effective sensory learning depends on learners relying on dominant or preferred senses 7. Adult Learning is most effective when complex issues are broken down into organized “chunks” i 8. Adult learning is effective when it is built on theory – adults want to know the what and why of what they are learning 9. Adults want to learn things that are practical and can be put into practice (to solve a problem) 10. Adult learners want and need feedback 11. Adult learners have individual differences
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IMPACTING LIVES â—? DEVELOPING LEADERS Appendix 2
Principles Underlying Facilitation of Learning
1) Facilitated learning is learner-centered, not facilitator-centered. 2) The facilitator is in the learning experience with the learners; he or she is not merely an observer. 3) The facilitator’s goal is to make learning happen. 4) Learners get first crack at the learning as much as possible. 5) Adult learners have specific needs that facilitators must fulfill for learning to occur. 6) Facilitators create opportunities for learners to share their own experiences and expertise. 7) In a learning event, all participants are sources for learning; the facilitator is not the only source of expertise. 8) Facilitators protect and affirm ideas. 9) Facilitators are not performers. The facilitator’s job is to be interested, not interesting. 10) Facilitators encourage and support balanced participation in the learning group. 11) Facilitators create a comfortable and supportive environment in which learners can take risks. 12) Facilitators remove obstacles from the learning process.
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IMPACTING LIVES ● DEVELOPING LEADERS Appendix 3
Preparing Yourself to Facilitate 1) Get a good night’s sleep before the learning event. 2) Do some stretching exercises prior to entering the room. 3) Walk around the room and make sure that everything can be seen from every seat (flip chart, board, screen). 4) Check for loose cords on the floor and other hazards. 5) Memorize the first few sentences that you will say. 6) Practice with the audiovisual equipment (this is a MUST). 7) Choose comfortable clothing (especially shoes) that makes you feel good and look professional (guide – dress one notch above your audience’s attire). 8) Keep water available in case your throat gets dry. 9) Breathe deeply before you begin talking. At the beginning of your session and any time during; while participants are talking or working in groups. 10) Keep your knees slightly flexed; if you lock your knees, your circulation may become impeded causing you to become light-headed. 11) Smile, relax, and have fun.
To Start Arrive early and make sure that the room looks great. Arrange the chairs and table to suit open conversation (circles or horseshoe). Great each of your participants as they enter the room. Have name cards/tents and makers for participants Appendix 4 Page 17
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IN ACTION Content/Knowledge/Comprehension Activities include: Lectures PowerPoint presentations Videos Pre-work Self- assessments Structured Exercises include: Solo work Guided discussion/Q&A session Small Group discussion, inquiry, problem solving Information Search Games Debriefing session Skills Practice: Case study – followed by feedback Provide an example from applying new knowledge Transfer Activities include: Application discussion Performance contract ID Barriers & Strategies ID Enablers & Strategies Structured Note Taking Team Projects Appendix 5 Page 18
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Tactics for Handling Disruptive Participant Behavior (to include)
Avoiding 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 until they are appropriate for discussion Recognizing the learner’s point and taking the discussion off-line during breaks or at the end of the session Changing the small group composition Modifying activities or instructional strategies
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