1. Keys to Effective Facilitation Katie Willett January 20, 2012

2.  Discuss facilitation and the benefits of using a facilitative approach.  Explain keys to successful facilitation.  Demonstrate skills and tools to facilitate effectively. Session Objectives

3.  Describe the most effective meeting you have attended.  Describe the least effective meeting you have attended. Setting the bar: What is our goal?

4.  How do you want others to describe the meetings you facilitate?  What results do you hope to accomplish through your meetings? Clarify Expectations

5.  On the broadest level, facilitation is using knowledge of group dynamics to design and deliver a process to help a group achieve desired results.  Planning meetings.  Staff meetings.  Committee meetings. What is Facilitation?

6.  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. Using a Facilitative Approach to Training

7. HHighlights the needs of the learner. AAssumes the possibility of working with more than one right answer. MMost productive way to engage participants in the learning process. Why do we Facilitate?

8. Paradigm Shift for Facilitators Instead of:  Thinking about having the answers.  Searching for agreement.  Speeding up to get the end.  Focus on individual thinking.  Support the urge to compete.  Expecting perfection. Try this: Think about having the questions. Search for input. Slowing down to savor the journey. Benefit from collective thinking. Engage and collaborate. Embrace uncertainty and trust the process.

9. 1.Create a positive learning environment. 2.Develop core competencies in process. 3.Build around the adult learning model. 4.Address different learning styles. 5.Develop core competencies in content. Keys to Effective Facilitation

10. What was done at the beginning of the session to create a positive learning environment? It all starts with you!!

11. Some Responses  Warmly greet you.  Plan opening carefully.  Use visual aids effectively.  Debrief activities.  Stay focused on topics.  Dress appropriately.  Listen attentively.  Make people feel valued.  Respond gracefully.  Encourage participation.  Room set-up.  Learning names.  Open body language.  Use experiential activities to allow you to create your own learning moments.

12. 1.Create a positive learning environment. 2.Develop core competencies in process techniques. 3.Build around the adult learning model. 4.Address different learning styles. 5.Develop core competencies in content development. Keys to Effective Facilitation

13. Develop Core Competencies How you work with the group. What you cover. Process Content

14. Whole Brain Activity Content:  Know the big picture and the details; know the flow.  Give clear and complete instructions.  Design the session to affirm the wisdom of the group.  Tie pop-ups to the purpose of the segment to reinforce learning.  Identify at least one additional learning point when closing. Process:  Ask open-ended questions.  Listen and paraphrase comments.  Encourage questions and conversation.  Confront unacceptable behavior.  Use time and space intentionally.  Use soft eye contact and participant names.

15.  Create a climate that supports learning.  Use impactful questions.  Listen thoughtfully.  Manage the time and space.  Fly under a neutral flag.  Orchestrate the audience drama.  Assume responsibility for participant’s learning. Competencies

16. 1.Starting the conversation.  Manage the environment and initiating conversation. 2.Organizing the flow. 3.Broadening participation. 4.Helping individuals make their points. 5.Managing divergent perspectives. 6.Reaching agreement. 7.Question and answer techniques. Some Basic Techniques

17.  What does communicating with confidence look like to you? Communicating with Confidence

18. planpreparepractice personalizepersuade Communicating with Confidence

19.  Collect your data.  Who is your audience?  What do they want to learn?  What do they need to learn?  Write your objectives.  Anticipate questions. Plan

20.  Know your audience.  Know your content points.  Memorize your opening comments.  Three phase delivery.  Prepare your close.  Create your opening. Preparation Sets the Stage

21. Three Tools  Voice.  Gestures and Posture.  Structure. Practice

22. Variety matters.  Volume-project so that everyone can hear you!  Pitch-use your voice to highlight key ideas.  Pace.  Accentuate key words with tone, volume and pitch. Pause frequently to take a deep breath, so you can project with confidence. Pronounce consonants and finish words. Voice the vowels. Voice

23.  Stand up straight.  Breathe deeply and control air flow with diaphragm.  Aim your voices at someone at increasing distances throughout the room.  Empty your pockets. Posture

24.  Stand in balanced manner.  Use hands in moderation.  Keep gestures above waist and focused on message.  Empty pockets before you start.  Let hands rest at side periodically. Harnessing Energy through Gesture Control

25.  Start big – Make an impression.  Use a quote, headline, story.  Be organized.  Speak with “Plain English”.  Use pictures to make your point.  Round statistics up, over two thirds, not 66.7 %. Structure

26.  State the idea you want others to consider.  Relate the idea to a previous statement or event.  Support idea with evidence or data.  Integrate by asking for support. Impact Strategy

27.  Use of language.  Set up the right environment.  Focused eye contact. Personalize for your Participants

28. Focused eye contact is key.  Look around the room before you start speaking.  Focus eyes on one person and then start speaking.  Hold eyes on one person until you have completed a thought. (4 to 6 seconds)  Rotate position of people with whom you connect visually. Connecting with your Audience

29.  What can a facilitator do to persuade participants to shift their view? Persuade

30.  Be credible.  Use real facts and data.  Channel nervousness.  Visualize a successful session. Persuade

31. 1. Create a positive learning environment. 2.Develop core competencies in process. 3.Build around the adult learning model. 4.Address different learning styles. 5.Develop core competencies in content. Keys to Effective Facilitation

32. Adult Learning Theory.  Why is it relevant to us? Malcolm Knowles

33. Before Learning Starts, Adults Ask

34. 1. Create a positive learning environment. 2.Develop core competencies in process. 3.Build around the adult learning model. 4.Address different learning styles. 5.Develop core competencies in content. Keys to Effective Facilitation

35. How do you learn best?  Kinesthetic.  Visual.  Auditory. Different Learning Styles

36. How will you incorporate these principles into your meeting designs or training? 1.Adult Learning Theory. 2.Learning style differences. Personal Focus

37. 1. Create a positive learning environment. 2.Develop core competencies in process. 3.Build around the adult learning model. 4.Address different learning styles. 5.Develop core competencies in content. Keys to Effective Facilitation

38. Building the Content process content

39. How will you get started?

40. ADDIE Model Evaluation Assess and Analyze Design and Develop Implement Facilitate Start here 

41. Assess and Analyze Questions to Ask  Who is the audience?  What do they need to learn?  What do they hope to learn?  What is the purpose of the session? Tools to Use  Surveys.  Questions.  Focus groups.

42. SStart with the objectives. KKeep in mind: AAdult Learning Theory. LLearning styles. TTime blocking. DDesign interactive ways to explore the topic. Design and Develop

43.  Icebreaker.  Opening--Objectives, Agenda, Ground Rules.  Content.  Make it active.  Consider learning styles.  Create segues.  Close with commitment. Key Elements

44.  Keep objectives in mind.  Develop solid useful content.  Create a logical flow.  Keep Adult Learning Theory in mind.  Create visuals and materials that support learning.  Use a variety of activities to engage. Effective Designs

45. PREPARE, PREPARE, PREPARE!  Focus on content and process.  Build around the adult learning model.  Address different learning styles.  Create a positive learning environment. Implement and Facilitate

46. Evaluate Assess And Analyze Design And Develop Implement Facilitate ADDIE Model

47. Through participation in this training, participants will be prepared to:  Explain facilitation and the benefits of using a facilitative approach.  Discuss keys to successful facilitation.  Apply skills and tools learned to facilitate effectively. In Review

48.  Questions? Close with Commitment