Introduction to Facilitation

ADLT 675

TiME Program

Increasing effectiveness as a facilitator is NOT

New strategies and techniques

Instead, it involves internal work to explore the core values and

assumptions that guide our actions

Developing Skills as a Group Facilitator

What is group facilitation?

Choosing Among Facilitator Roles

Key Features of the Skilled Facilitator Approach

A Group Effectiveness Model

Mental Models

Rules Governing Theories-in-UseFrom the work of Chris Argyris &DonaldSchön, 1974

Model I Behaviors (unilateral control)

Model II Behaviors (mutual learning)

Nine Ground Rules for Effective Groups

Telling

Testing: “Here’s what I say, “What do you think of it?”

Asserting: “Here’s what I say and here’s why I say it.”

Explaining: “here’s how the world works and why I can see it that way.”

AD

VO

CA

CY

An artist’s pallet of

Advocacy and Inquiry

High

Low INQUIRY High

Askin

g

Clarifying: “What is the question we are trying to answer?”

Interviewing:Exploring others’ points of view, and the reasons behind them

INQUIRYLow High

AD

VO

CA

CY

High

Observing

Bystanding: Making comments which pertain to the group process, but not to content.

Sensing: Watching the conversation flow without saying much, but keenly aware of all that transpires

AD

VO

CA

CY

INQUIRYLow High

High

Generatin

g

Skillful Dialogue (Balancing Advocacy and Inquiry): Genuinely curious, makes reasoning explicit, asks others about assumptions

Dialogue:Suspend allAssumptions, creating a “container” in which collectivethinking can emerge.

AD

VO

CA

CY

INQUIRYLow

High

High

Dictating: “Here’s what I say, and never mind why.”(Dysfunctional)

Interrogating: “Why can’t you see that your point of view is wrong?”(Dysfunctional)

AD

VO

CA

CY

INQUIRY

Politicking: Giving the impression of balancing advocacy and inquiry, while being close-minded (Dysfunctional)

Withdrawing: MentallyChecking out of the room, and not paying attention (Dysfunctional)

Dysfunctional Forms of Advocacy and Inquiry

Askin

g

Observing

Generatin

g

Telling

Testing

Asserting

Explaining

Skillful Dialogue (Balancing Advocacy and Inquiry)

Dialogue

Bystanding

Sensing

Clarifying

Interviewing

AD

VO

CA

CY

INQUIRYLow

High

High

Take action base on belief

Adopt beliefs

Draw conclusions

Make assumptions

Add meanings

Select data

Observable data and experience

Ladder of Inference

How Do You Apply the Ladder of Inference by Using Advocacy and inquiry? Walk “Down” the Ladder

Writing a Left-Hand Column Case Describe the situation in one short

paragraph Create two columns on a page Reflect on the

case study Share it with a

reviewer

What I thought but did not say

What was said in the conversation