Facilitator Training

The Facilitation Process

Day 4

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

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

Sponge Activity

Facilitation is like a boat because…

CONNECT

Time to Regroup

Sit with your new group.

Group A•Jenn S.•Ginni•Cortney•Jen A.•Kristy

Group B•Sarah •Roseanne•Rochelle•Kc

Group C•David C.•Amy•Erin

Group D•Maureen•Barbara•Mary•Greg

Teambuilding Activity

Find Someone Who…

Imagine

What is something exciting that you have had to plan for?

Wedding? Shower? Birthday Party? Remodeling? Buying a New Car?

What do you “do” to plan?

CONNECTATTEND

Which Are You?

IMAGINE

The Time Management Matrix

I II

III IV

Covey, 1989

Urgent Not Urgent

Planning requires demonstrating knowledge of content, pedagogy, participants, and resources by creating an instructional design that sequences learning activities, materials and strategies and includes continuous feedback.

Planning means goal setting and identifying the specific learning to occur.

Planning

INFORM

Planning must take into consideration participant needs, skill level and prior knowledge.

Planning looks to differentiation of instructional methods and materials. (Content, Process and Product) (Respectful Tasks)

Planning can include consultation and collaboration with others.

Planning

INFORM

Planning for Meetings

• Determine the purpose/objective of the meeting. • Make an agenda.• Designate roles: facilitator, recorder, timekeeper.• Prepare handouts.• Record decisions: what, who, and when.• ________________• ________________• ________________

INFORM

Workshop Checklist  √     

Blank ApplicationsCEU ApplicationsFlyers for OutreachNewslettersParticipants Badges/Blank BadgesList of ParticipantsParticipant EvaluationsPresenter BadgesPresenter HandoutsPresenter ContractFacilitator Tool KitSign HoldersSign In/Out FormWorkshop SignsLate Sign-In Sheet Abate, 2002

Planning for Training

Use a planning tool such as 4MAT, Unit Organizer, Inspiration, etc.

Plan to meet with co-presenters about two weeks before the session.

Prepare Power Point, handouts and evaluation tool.

Collect your training materials.

INFORM

4MAT Cycle of Learning

Connect

Imagine

Inform

Practice

Extend

Perform

Refine Refl

ectio

nA

cti

on

Create a mode of transportation

Realities of Planning

Variety of Planning Tools

Design and implement a learning experience using one of the formats; reflect and assess impact; demonstrate and share experiences with whole group How did the team

work together to create a mode of transportation? (Explore what worked and did not work) Use 6 Hats

How do you guide the transportation? Analogy/Metaphor-How is facilitator training like navigation?

Complete a Story Board

Applying activities /skills to actual settings (Done after the initial training)

Reflection on application of skills

Attend

Bernice McCarthy, Ph.D.

INFORM

Essential Question: How can our facilitation skills effect change?

Planning Competencies

• Determine the goals and objectives of training. • As a team, brainstorm all the competencies

you wish to cover in the training.• Prioritize or chronologically group them.

PRACTICE

Planning Agendas

A sample…

Time Activity Who Materials8:30-9:00 Sponge Activity Ann Marie handout

9:00-9:15 Opening Activity

“Find Someone Who”

Karen handout

9:15-10:15 4 Quadrants

Planning

Karen

Alice

handout

Power Point

Strategic Planning Process

Strategic Plan to Improve:

Goal:

Objectives: 1. 2. 3.

A B C D E F

What should educators know and be able to do?(desired reality)

How do we measure what educators know and are able to do?(current reality)

How well should educators perform?(expectations to get from current to desired reality within one year)

How well did educators actually perform?(application of learning)

What steps are needed to meet the objective(s)?(gap between current and desired reality)

Who is needed to support this work? What do they need to do to support this work?

INFORM

Break Time

Please be back by _________ .

Program Development and Action Planning

Story Boarding History Overall purpose Purpose of session Non-purpose of session Essential Questions Permission meter

PRACTICE

Time to Regroup

Sit with your new group.

Group A•Kc•Erin•Greg•Jenn S.

Group B•Barbara •Roseanne•Rochelle•Ginni

Group C•David C.•Amy•Cortney•Jen A.

Group D•Maureen•Sarah•Mary•Kristy

1. Gather Information, Identify Focused Concern and Collect Data

2. Determine Objective(s) (in measurable terms)

3. Generate Strategies/Solutions (brainstorm ideas for teacher to use)

4. Develop and Implement Plan (who.. will do what…when…where…and for how long)

5. Monitor Progress and Evaluate (adjust or create a new plan as needed)

Problem Solving Process

Gather Information

We gather information daily.

We need to use effective questioning and listening to compile what information is known.

Focus Concern

Use the level of support to determine, which kind of support you need to provide.

Use effective listening and questioning to help define a focus of concern.

Analyze the information.

Effective Questions to Analyze Student Products

What does the student What does the student know/do?know/do?

   What are the student’s What are the student’s

interests?interests?   What are the student’s What are the student’s

strengths?strengths?   What strategies does the What strategies does the

student use?student use?  

What strategies are not What strategies are not used?used?

   Are there patterns in Are there patterns in

errors?errors?

What is the student’s:What is the student’s: Independent levelIndependent level Instructional levelInstructional level Frustration levelFrustration level

  What are the next steps What are the next steps

for instruction?for instruction?

Effective Questions to Analyze Team/School Products

What information is What information is known?known?

   What are the team’s or What are the team’s or

school’s interests?school’s interests?   What are the strengths?What are the strengths?   What What

strategies/programs are strategies/programs are currently used?currently used?

  

Are there patterns in Are there patterns in errors?errors?

What does the data What does the data tell us?tell us?

  What are the next What are the next

steps?steps?

Effective Ways to Examine Behavior

To look at behavior in context Settings Relationships Environmental conditions Developmental level

To determine the motivation for the behavior Avoidance (what is avoided by the behavior?) Gains (what is gained or achieved by the behavior?) Communicating a need (what is the behavior saying?)

Circle of Concern

Circle of Influence

Covey, S.R. (1989). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. New York, NY: Fireside

A Helpful Tool for Focusing

Baseline Data

Baseline data needs to align with the focused concern.

It is qualitative data. Quantitative (numbers) Qualitative (words/analysis)

Use to focus concern Use to develop strategies

A general rule of thumb is 3.

Baseline Data

Developing an Objective

Observable See Hear

Measurable Count Number

Specific Do we agree what it is

Generating Strategies

Brainstorming Rules

•Quantity not quality

•Call out any ideas

•All ideas accepted/recorded

•No discussion and judgements

What We Know About Brainstorming

Most common ideas are presented first There is a silent period Most creative ideas are presented after

the silent period

Developing an Action Plan

Effective action plans are clear and concise. What will be done? When will it be done? Where will it be done? Who will do it? How will it be done?

BaselineMonitoring/evaluation plan

Monitoring a Case

• Use the same assessment as the baseline

• Whenever possible align the strategy as the

assessment

• Set a time frame for monitoring

• Check-in with the team/teacher frequently

How Are We Doing With the Problem Solving Process?

Rating the Use of the Problem Solving Steps

71%60% 60% 51% 42%

24%31% 28%

28%27%

14% 25%11%9%4% 6%7%1%0%1%

0%

20%

40%

60%

80%

100% rarely

sometimes

often

always

Words & Numbers Survey of EIP Teams, 2000

CBAM

Levels of Concern Awareness Informational Personal Management Consequence Collaboration Refocusing

S.F. Hall & B. W. Rutherford (1975) Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of Teacher Education, 26:1.

Levels of Use Non-use Orientation Preparation Mechanical use Routine Refinement Integration Renewal

Levels of Decision

Lunch Time

Decision Making vs. Problem Solving

Problem Solving

Past

Decision Making

FuturePresent

C. Torres & D. Fairbanks,The ASTD Trainer’s Sourcebook

Types of Decision

Complex decisions Yes-and-no decisions Single-course-of-action decisions One-alternative decisions

C. Torres & D. Fairbanks,The ASTD Trainer’s Sourcebook

Decision Making

INDIVIDUAL

An individual just decides… quick action needed routines, mechanics effects not broad you are the boss tough decisions have to be made personnel issues at stake (sometimes)

Decision Making

INDIVIDUALDon’t Use When

options are not obvious buy-in is critical commitment to group is needed shared responsibility is needed negative effect on others likely along-standing/persistent problem “sensitive” issues

Decision Making

EXECUTIVE GROUP

A small subgroup decides for the total group (e.g., an Executive Board) total group is too large to convene small group has been elected or given authority to

act it is possible to gather input from and communicate

actions rapidly to the full memberships

Decision Making

EXECUTIVE GROUP

Don’t Use When only a few members would be excluded from the

executive group all equal members haven’t had a chance to help

select the executive group major policy decision affecting all have to be made

Decision Making

CONSULTATIONDecisions following consultations with group members

information or input is necessary you lack clear authority “buck stops here” but you want input avoid mixings want the blame shared speed and quality needed there is a dominant content expert or clear “owner”

Decision Making

CONSULTATION

Don’t Use When  mind already made up single alternative available need group ownership and support when it’s culturally inappropriate no clear leader

Decision Making

VOTINGThe majority decides

quick decision needed an obstinate member is present it’s required by regulation or laws group or board doesn’t have to implement, but has

authority Lots of options, all equally supportable List is long and want to narrow Low risk exists

Decision Making

VOTING

 Don’t Use When the result will serve to divide the people it’s a complex decision – not well thought out

Decision Making

ABSOLUTE CONSENSUSEveryone agrees on the best alternative: “even better

then mine” data are complex many people involved agreement desired expect individuals to change behavior extensive individual risk incentives unavailable quality/intelligence is paramount

Decision Making

ABSOLUTE CONSENSUS

Don’t Use When resentment may occur over failure you have to put a fire out group lacks expertise to make quality decision decision won’t affect everyone equally Likely that the decision will not be used

Decision Making

MODIFIED CONSENSUSA decision we can all agree to support and “live with”

teaming or buy-in desired buying time absolute consensus too rigorous for group during trial or testing time have reluctant or diverse participant most members must act there are different stakes

Decision Making

MODIFIED CONSENSUS

Don’t Use When… You need something fast Everyone has equal stake players changing a lot When it’s not the leader’s “style”

Covey #6

Covey #6

The whole is greater than the sum of its parts

 Value DifferencesRespect DifferencesBuild on Strengths

Compensate for Weaknesses

Covey #6 

 

Creativity Opening one’s mind & heart to:

new optionsnew possibilitiesnew alternatives

Covey #6

GREETINGS   

I am pleased to see that we 

are different. May we together 

become greater than the sum 

of both of us. 

-MR. SPOCK

Covey #6

Conflict or Opportunity

Problems are inevitable. Conflict provides opportunities for growth. Human beings are problem-seeking animals, who

need conflict to survive. Conflict can spark creative solutions, which can lead to

better ways of doing things.

Conflict Traps

Preferences over principles Expecting too much Poor feedback interactions Allowing unresolved problems to fester Solving someone else’s problems Solving before listening

Effective Ways to Manage Conflict

Describe the behavior rather than “personality traits” Use observations, not inferences or judgments State what was said, not the why it was said Ask questions instead of making statements Disagree with ideas, not people Listen and seek to understand before you speak

Use “I” statements, not “you” statements

Role Playing

Break Time

Please be back by _________ .

Team Reflection

Reflection is not evaluation Feedback comes from the reflectee, not

the reflector Effective listening and questioning is

essential

Ways to Promote Team Reflection

Observation Interviewing Examining data Structured dialogue Study groups Examining philosophy

Integrity

Did we do what we said we would do? Examine what was done

Quality Frequency Compare to plan, mission, goals

Examine reasons for non-completion or non-compliance

Ways to Promote Integrity

The implementers of the program/plan establish standards

List how it is known that the standard is met Establish a documentation tool (checklist,

rubric) Regularly (weekly or monthly) use tool to

evaluate the program/plan

The Integrity of Facilitators

Silent Brainstorming Silently write five standards for facilitators. Pass the five to another team member, who

can add one new idea. Pass the list again and repeat until you

receive your list back.

The Integrity of Facilitators

Prioritizing Select your top two favorite standards to

share with the group. Avoid repeating. Given four dots, select your favorite

standards from the group.

Evaluation of the Day

Merger MethodPose a question.Have participants respond to the question

and write one answer per card.Collect the top 3 cards.Have the group put cards into like

categories.Summarize and name each category.

Getting Ready for Next Time…

Bring an object that is very special to you.