ESSENTIAL ELEMENTS

OF FACILITATION

Most organizations find that implementing change can be very difficult. Only 10% of learning from training and development experiences is actually applied in the workplace. This book is intended to help enhance those odds by improving employeee participation in the process of managing tasks and relationships, thereby increasing the overall success of the corporation. The Essential Elements of Facilitation is a book for anyone who wants to help organizations make constructive changes, especially:

- CONSULTANTS working outside an organization and wishing to enhance their understanding of facilitation methods and principles;

- TRAINERS working within an organization and desiring to strengthen their roles as human resource development professionals;

- MANAGERS leading groups of employees and looking for less directive and more empowering approaches leading to greater work effectiveness;

- FACILITATORS in other fields (e.g., therapists, teachers) seeking to refine their facilitation techniques in order to work with corporate audiences; and

- STUDENTS in organizational development or leadership courses wanting to improve their knowledge of facilitation theory and practice.

Sample Diagram

 

- New theories and models are shown

- Labels linked to and described in text

- Diagrams make sense as flowchart

 

Sample Text

 

- Sample quotes enhance chapter theme

- New terms bolded for emphasis

- Facilitator scripts as examples

 

Simon Priest, Ph.D. is the leading researcher and writer in experiential training and development with corporations. He presently consults in facilitation training, leadership enhancement, and executive development for a handful of progressive companies interested in staying ahead of their global competition by focusing on the development and maintenance of human resource relationships. Now early retired, he maintains adjunct professorships at several universities and management institutes around the world. He has recently begun consulting in electronic facilitation, global leadership, virtual teamwork, and online learning.

Michael Gass, Ph.D. is a Professor in the Department of Kinesiology in the School of Health and Human Services at the University of New Hampshire. Dr. Gass is a licensed marriage and family therapist who also serves as a Professional-in-Residence at the UNH Marriage and Family Therapy Center. He is the creator and a Principal of The Browne Center, a program development and research center on action-based learning serving over 8,000 clients a year with educational, therapeutic, and corporate objectives. He presently consults for leading international companies and organizational learning providers to help them train their facilitators.

H. L. "Lee" Gillis, Jr., Ph.D. is a Professor of Psychology at Georgia College and State University in Milledgeville, Georgia. He teaches courses in interpersonal relations, group dynamics, group leadership, and the therapeutic use of adventure. Lee is a licensed psychologist providing psychotherapy, training and development, supervision, evaluation, and research for profit and not-for-profit educational, therapeutic, and corporate systems.  He is currently involved in facilitating small groups and larger systems wishing to integrate web-based and experiential learning techniques for creating and maintaining change.

CONTENTS

 

INTRODUCTION: Chameleons, catalysts, & cabdrivers   1: DEFINING BEST PRACTICE   A. Make things easier for clients B. Facilitate or dictate C. Vary learning experiences D. Know purpose of the program E. Suit facilitation to program purpose F. Understand your personal belief system G. Be neutral to attain mobility H. Understand and be clear on your role I. Strive for ethical practices J. Program and facilitate for optimal learning   2: DISCUSSING BASICS   A. Discuss processes in order to aid reflection B. Ask questions and avoid statements C. Form circles for efficiency D. Do this and don't do that! E. Establish appropriate atmosphere F. Listen effectively G. Provide appropriate feedback H. Know your basic theories   3: DIFFERENTIATING DIMENSIONS   A. Enable flow of facilitation B. Continue ongoing diagnosis and design C. Readjust delivery as needed D. Seed to debrief and depart E. Facilitate using CHANGES F. Understand principles and dynamics of change   4: DIAGNOSING SITUATIONS   A. Seek multiple sources of information B. Use multiple methods for gathering data C. Consider multiple intelligences D. Consider multiple learning styles E. Ask miracle questions F. Reconfirm program purpose   5: DESIGNING PROGRAMS   A. Be guided by program purpose B. Sequence program content C. Contract with customers for desired breadth D. Negotiate with clients on allowable depth E. Share ground rules and operating principles F. Organize logistics G. Clarify facilitator roles and expectations H. Prepare contingencies I. Double check everything   6: DELIVERING EXPERIENCES   A. Optimize change from primary experiences B. Frontload to punctuate learning C. Revisit past lessons D. Motivate with learning objectives E. Identify functional and dysfunctional behavior F. Intervene with appropriate questions G. Focus on context rather than content H. Frame introductions I. Frame metaphorically to increase integration J. Refract client's metaphoric language K. Observe client behaviors L. Impart circular feedback loops M. Manage information and group dynamics   7: DEBRIEFING LEARNINGS   A. Funnel for learning and change B. Obtain permission before advancing C. Review significant content D. Remember critical incidents E. Identify impact on individuals, group, and task F. Sum up lessons learned G. Apply lessons to work through metaphors H. Commit to making a difference I. Repeat funnels to confirm changes J. Focus on solutions K. Rephrase questions with a solution-focus L. Consult clients as experts in their own lives M. Vary tense for past, present, and future N. Be curious and inquisitive O. Build on what works or find exceptions P. Consider alternatives to discussion   8: DEPARTING CLIENTS   A. Be aware of closure dynamics B. Foster closing reflection with integration focus C. Transfer learning with metaphors D. Plan for action E. Anchor experiences F. Get feedback on your facilitation   9: DEALING WITH DIFFICULTIES   A. Approach difficulties as gifts B. Respond stepwise to problematic behaviors C. Intervene when clients are disruptive D. Manage unexpected disclosures E. Renegotiate when "IT" happens   CONCLUSION: Colors and competent consultants   REFERENCES GLOSSARY INDEX ABOUT THE AUTHORS