Facilitation Training

Day 1

Effective Communication Skills

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

Connecticut State Department of Education · Division of Educational Programs and Services

Name Tents

• Put your name and position in the center of the card.• Put your answers to 4 questions in the corners.

Name Tents

Your NamePosition

Favorite Vacation

MBTILetters

FavoriteRestaurantBirth date

Sponge Activities

Allow participants to jump right in Provide a focus for the day Anchor participants (where you are

now to where you are going) Absorb (as participants come in, gives

them something to do)

Attribute Cards

Focus: At specific points in our lives we are in contact with and respond to different influences. The major influences in shaping our current action can be of interest to others and convey a message of one’s values, current interests, and direction for the immediate future.

Practice: Free associate 6-8 things about yourself that you wish to share. We learn about each other and gain an appreciation for what for what they value and consider important.

Overview of the Week

Day 1 – Effective Communication Skills

Day 2 – Effective Teams

Day 3 – Systems Change

Day 4 - Facilitation Process & Protocols

Day 5 – Techniques & Protocols

Tips and Tools

Modeling facilitation

List activities, tips, and facilitation tools

Composite list at the end of the training

Teambuilding Activity

You have been given a bag of “stuff”. You may use any tools in the box on

your table. As a team, build a vehicle of

transportation.

Reflection

How did it go?

Facilitation is like navigation because…

Which Way I Ought to Go…

“Would you tell me, please, which way I ought to go from here?”

“That depends a good deal on where you want to get to,” said the cat.

Lewis Carroll-Alice’s Adventures in Wonderland

Covey

Focus on personal habits to be effective

Imbedded throughout training

Principles Above Personalities

Personality Ethic WWI Secondary Traits Foundation for Success

Positive Thinking Presentation/Image Communication Skills

Training Emphasis on Individual

Character Ethic 1776 WW1 Primary Traits Foundation for

Success Honesty Integrity Greater Good Golden Rule

 

I’ve Learned…

That our background and 

Circumstances may have 

Influenced who we are, but 

We are responsible for who 

We become.  - Unknown

Solving Problems…

  “We cannot solve

 our problems at the same level

 of thinking we were at when

 we created them.”  

-Albert Einstein

Habit #1 

Habit #1

PRO-ACTIVE

Response-ableAct

InitiatePositive Energy

“Be”Circle of Influence

Inside-out

Reactive

Blame, AccusatoryBe acted upon

VictimNegative Energy

“Have”Circle of Concern

Outside-in

Habit #1

Stimulus Response

“Freedom of Choice”Our Greatest Power

EFFECTIVENESS:

P 

PCBalance between production and production capability

 

Balance between thinking (reflecting) and doing

 

Paradigm

We see the world not as it really is,  

but as we are conditioned to see it.

BREAK TIME

Please be back by _________ .

Time to Regroup

Please count-off “1-2-3”

All like numbers will sit together. For example, all 1’s in a group, all 2’s in a group, etc.

Six Hats of Thinking

White hat-neutrality

Red hat-emotions

Black hat-what’s wrong

Yellow hat-sunshine

Green hat-creativity

Blue hat-conductor

Six Hats of Thinking

1. Read the scenario.

2. From the perspective of your hat, independently rank each item. Do not discuss the situation or your ranking.

3. As a team, together decide the ranking of each item. Team members need to still wear their hats.

Kolb’s Communication Style

Read the directions and complete the inventory.

LUNCH TIME

Time to Regroup

Check the list for your group.

Group A•Sarah•Jen A.•Alice•Kristy

Group B•David•Erin•Ginny•Roseanne

Group C•Maureen•Greg•Kc•Cortney

Group D•Rochelle•Barbara•Jenn S.•Amy

MBTI

Extravert (E) Draws Energy from

outside world; from other people.

Likes to process out loud; talks, shares and then thinks/reflects.

Likes face to face communication.

Likes to share in groups.

Introvert (I) Draws energy from

inside world of ideas and emotions.

Likes to process internally; thinks, reflects and then shares.

Likes written communication.

Will share one-to-one.

MBTI

Sensing (S) Takes in information

through the 5 senses; likes facts;something tangible.

Prefers a straight-forwards, step-by-step approach to presentations and meetings; will follow the agenda

Intuition (N) Takes in information

through a sixth sense; likes possibilities.

Uses creativity and imagination in presentations.

Uses the agenda as a starting point for discussions.

MBTI

Thinking (T) Organizes and

structures information to make decisions in an objective, logical manner.

In meetings, are brief and to the point; stick with the data.

Feeling (F) Prefers to organize

and structure information to make decisions in a personal, value-oriented way.

In meetings, concerned with how data affects people.

Outgoing, sociable.

MBTI

Judging (J) Prefers to runs one’s

life in an organized, planful way.

Decisive, controlled activities.

Prefers meetings that are task/data driven.

Prefers schedules and timelines.

Perceiving (P) Prefers to let life

happen in a spontaneous, flexible way.

Easy going, open. Appreciates the

process of the meetings.

Brainstorming Rules

Quantity not quality

All ideas are accepted and recorded

No comments or judgments

MBTI

Brainstorm a few words about the cup.

BREAK TIME

Please be back by _________ .

Ways of TalkingConversation

Deliberation (Choice Point)

Suspension Balcony View

Dialogue

Understanding

ConvivialityDiscussion Debate

Decision

The Adaptive SchoolGarmston & Wellman, 1999

Dialogue and Discussion

Dialogue Different views are

presented to discover a new view

Free exploration Deep listening Suspend one’s views Deepens understanding

Discussion Different views are

preferred to find best view

Analyze and dissect an issue

Winning can be a goal Percussion and

concussion-a ping pong effect

Decisions are madeGarmston & Wellman (1999) The Adaptive School: Developing and Facilitating Collaborative Groups

Behaviors the Support Dialogue

Listening and speaking with judgment suspended

Respect for differences Role and status suspension Balancing inquiry and advocacy Focus on learning

The Center for Dialogic Communication

Paraphrase

Repeat what you hear in your own words.

“So you mean…” “I hear you saying…”

Effective Listening

Clarify

Rephrase what you hear as a question to seek further meaning.

“Do you mean…?” “What do you mean by…?”

Effective Listening

Summarize

Rephrase all the main points of what you hear.

“Here is what we have discussed (or I heard)…”

Effective Listening

Ask questions

Ask questions to seek understanding before you make statements about what you are hearing, especially when you find yourself wanting to make a judgment or express an opinion.

“Can you explain why you…” “Tell more about…”

Effective Listening

Listening

Validate

Validate what you hear, even if you do not agree. Use neutral language. Let the speaker know you heard what they had to say and that you can see their point of view.

“I understand why you think …” “I can see why you did…” “I hear what you are saying about…”

Effective Listening

Keep focused

Our minds are always active and thinking, however, this can get in the way of good listening. Avoid thinking about other ideas that are generated from the conversation and stay focused on the words spoken at this moment. Avoid rehearsing what you will say next.

Effective Listening

Silence

This one seems obvious, but it is the hardest to do. Silent pauses in conversations are helpful to the speaker. Do not speak to fill the silence.

Effective Listening

Use non-verbal cues

Eye Contact Head nod Smile Sit forward Arms open, not crossed

Effective Listening

Video clip

Timed-Pair-Share

Turn to your shoulder partner. What is your favorite vacation?

Partner A speaks for 1 min, while Partner B listens.

Partner B speaks for 1 min, while Partner A listens.

Open-ended Questions

Characteristics Uses Asking questions in broad

terms Responses could not be

“yes” or “no” Responses require

elaboration and exploration There is an infinite range

of responses

To reflect broadly on a practice or process

To explore ideas or causes

To facilitate open discussion

Types of Questions

Open-ended Questions

Examples What worked well this year? What was the least effective strategy? How could we improve our use of time?

Types of Questions

Focused Questions

Characteristics Uses Asking questions in

specific terms Responses are targeted

into one area Responses can be brief

and require specific answers

To narrow a focus on a concern

To reflect on a specific practice or process

To direct attention to a specific target

To examine facts

Types of Questions

Focused Questions

Examples How will this strategy be implemented? What was the outcome of the action plan? When the family asked to participate, how did the team

respond?

Types of Questions

Closed Questions

Characteristics Uses Questions are yes/no,

choices, or limited Responses are limited,

usually one or two words

To clarify or confirm To control responses To limit input To be time efficient Caution! This line of questioning, if used improperly, can create defensiveness or limit collaboration.

Types of Questions

Closed Questions

Examples Should we meet today or tomorrow? Was the brochure presented to the PTO or the Board of Education? Did the strategy work? When can we finish this activity?

Types of Questions

Questions CRISS Style

Right There Think and Search Author and You-Opinion On My Own

Question Activity

Read the passage

Develop several types of questions. Label the type of question and list why you ask that type of question.

Evaluation of the Day

Getting Ready for Tomorrow…

Read narrative and be ready to respond.