General Facilitation Skills

General Facilitation Skills This guide will focus on the skills and strategies that facilitators need to support large and small group learning. What is Facilitation? Facilitation is the process of guiding groups, or individuals to learn, find solutions, or reach consensus without imposing or dictating an outcome. Facilitation empowers individuals or groups to learn for themselves and to establish solutions to problems collaboratively. What is a Facilitator? A facilitator is a process guide who focuses discussions and clarifies understanding, while encouraging shared decision-making and problem-solving. A facilitator assists the group in creating and achieving common goals and expectations. * Facilitators are not content/topic experts. Characteristics of a Facilitator Facilitators need good communication skills. Effective facilitators are non-authoritarian, patient, flexible, intuitive, organized, confident, respectful and open-minded. In addition, they have good tolerance for ambiguity and uncertainty as well as an eagerness to learn. The Role of a Facilitator Articulate the purpose of the discussion and its significance to the group Let the group know the expected time that will be spent on each activity Support good interpersonal relationships in the group Ensure all disciplinary perspectives represented in the group are presented Maximize group interaction Link discussions to practice Question and probe reasoning Keep the discussion moving when tensions arise or discussions lag Clearly state the goal and purpose of each activity Stimulate, encourage, and maintain a safe environment Observe verbal and non-verbal cues from the group Stimulate critical thinking Help participants reflect on the experiences they are having Challenge thinking Provide frequent feedback 1

Facilitation Techniques Asking rather than telling Listening Observing Structuring Guiding Suggesting Summarizing Synthesizing Input and reflection Encouraging Consensus Building Balancing task and process Keeping the big picture in mind Generating alternatives Providing opportunities for individual Offering Feedback When offering feedback to participants, ensure that focus is on the behaviour rather than the participant, as feedback on an individual s personality can often be perceived as judgmental. As a facilitator, you can situate yourself as an observer, offering feedback based on what you are hearing and seeing. Giving descriptive feedback can be beneficial for participants, understanding the objectives and basis of your comments. For example, we may say, a person talked considerably during this meeting, rather than this person is overly talkative. Common Facilitation Challenges Facilitation is a complex process that differs markedly from other types of leadership and education. There are a number of considerations that facilitators need to be aware of as they help groups through the collaboration process. The following table provides an overview of some common challenges facilitators might encounter, the causes of such challenges, and some strategies to address them. 2

Challenge Possible Causes Facilitation Strategies Keeping the Talkative people Thank them, restate relevant points, move on group on track People focused on their own Acknowledge interest and refocus on agenda/topic knowledge and expertise Refer back to objectives of the session Promise/give space for related tangents to be followed up: parking lot, handout resources, break time discussions, etc. Conflict Personality clashes Get options from others Perceived hierarchies Note points of disagreement and minimize where possible Disrespect Draw attention to the agenda/topic/new question Generational differences Emotionally charged issue Quiet or shy Personality style Seek out their opinions participants May be lost or confused Sincere and subtle recognition Cultural differences (familiarity; traditions; different approaches to Include introverted forms of participation reflection questions, pair discussions, etc. time management; language barriers) Over bearing Personality style Ask them challenging questions to slow them down participants Natural leaders Let the group manage them to the greatest extent possible Don t feel their point is being made Use the parking lot to place some points up for later discussion Well-informed (but don't forget to return to them) Use of discipline specific language / jargon Perceived hierarchies Disruptive group member No one is talking / contributing Wanting your expertise Participants speak only to Facilitator Over-eager Interdisciplinary group Showing off Unaware language might not be understood Interdisciplinary group Cultural differences Bored Don t see relevance of discussion May not understand something Instructions might not have been clear Lack of leadership An entire group of the strong silent type Genuine interest Think there is a right answer Nervous or shy Less engaged Ask for a definition or clarification for yourself and the group Point out the group may not be familiar with a particular term Anyone has the right to call Jargon at any time when jargon comes up - model doing this yourself the first few times Ask group members for different perspectives Acknowledge value of all contributions Call on the individual by name and ask an easy question (caution calling by name can sometimes generate additional resistance) Repeat last opinion offered and ask for theirs Arouse interest by seeking their opinions Think-Pair-Share allows participants to get used to talking in a situation where being silent is much more awkward for them (a pair discussion) which segues into a group discussion Redirect the question to others Reaffirm your role as a facilitator, and that there are benefits to peer-based investigation Ask direct questions to the participant, encouraging the group to engage, discuss and ask questions to the participant Address directly by asking the participant to respond to the group 3

Culture and Diversity Cultural differences can impact group dynamics, as well as the facilitation style that is most effective. All human beings have a culture this is reflected in their everyday activities, relationships and social processes. Culture impacts the way we interact with others and like to be communicated with. People from some cultures speak directly, while others use more indirect ways of talking. Different cultures incorporate implicit language practices, while others may be more explicit. Language expectations, role expectations, and what are considered appropriate topics of conversation also differ. Facilitators do not need to understand the communication styles of each and every cultural group they may come in contact with. They just need to be open, flexible and non-judgmental. Facilitators should be aware that many of the facilitation challenges outlined above may be due to cultural differences. The strategies presented in this section will help facilitators manage such challenges as they arise. Facilitation Strategies Some basic strategies that help prevent some of the challenges that might arise when facilitating a group include: Establishing your role up front Checking your biases Being attuned to group and interdisciplinary dynamics Valuing the distinctive experience and expertise each participant brings Being ready to encounter friction that arises due to the collaboration process Understanding issues of power and hierarchy Having a parking lot for when the conversation goes off track Setting ground rules/group guidelines at the beginning of the session Not being directive Allowing participants to direct themselves Ensuring equal participation and considering all ideas presented Being aware of non-verbal communication Setting Ground Rules There are several effective ways to create group guidelines or agreements. 1. If time is an issue, as it tends to be in short workshops, it may be necessary for you simply to list the group guidelines for participants. Be sure to inquire whether the group guidelines are agreeable. 2. List guidelines you commonly use and then ask for additional group guidelines from the participants. When somebody proposes a guideline, ask the other participants if they agree to it. 4

3. If you have the time, the best way is to allow the participants to generate the entire list. Ask them to think about what they, as individuals, need to ensure a safe environment for collaboration. Useful Language Here are some phrases that facilitators might want to add to their arsenal for addressing particular challenges. Keeping Discussions on Track When a participant questions the process or otherwise wants to take the group in a different direction, it can be helpful to turn that question to the group. What do you think? Let s consider that question for a moment. What are everyone s thoughts? Keep people working with the process and ground rules that the group agreed to. Remember, this is just the brainstorming stage - clarifications and discussion will follow later. If you would like to speak, remember to raise your hand, like we agreed. It doesn t work to interrupt one another. Use the goals, agenda, outcomes, activity at hand or other ways to refocus the group on the purpose of the time. We re slightly off track with this item. Remember our purpose is to decide a theme for the training; we can discuss the issue of space, however we will need to revisit this issue at a separate time. Let s refocus - do people want a five minute break, then come back and get through this? An important tool can be to accept the statements of participants, even when emotional or negative. That s a good point. It s clear that you have some very strong opinions about this. Let s keep thinking about how to turn these problems into solutions. Wow, that s an important point. Perhaps we should take five minutes to address that point before moving on. Does everyone agree? That s a critical issue. Keep it in mind because we re going to talk about this a few items down our agenda. Humor, used right, can diffuse a tense situation. Allow for some laughter and goodnatured joking. 5

Don t be afraid to be direct. Being direct can be a useful technique when there is clear tension or resistance. Be prepared to deal with the answer. What s going on here? I can see some differing opinions here. How will we address this as a group? Call a break. Have a stretch. Play a short game or do an icebreaker. Responding to Challenging People It is inevitable that you will face people in the group that challenge you or are blocking what others are saying. In general you need to address the behavior-not the personwhen handling a challenge from one or a few individuals. Try to establish responses that you memorize and can pull out of your head to respond when people are being difficult. o Would you see me at the break to discuss this point further? o That is an interesting dilemma - perhaps we can discuss this over lunch. o You are very knowledgeable about this topic. Thank you for sharing another perspective. o I hear 3 questions. Let s deal with one question at a time. - then repeat the questions you heard them ask to check for clarity o Thank you for asking. I must not have been clear before. Let me try to explain the concept in a different way. o Summarize what participants say and ask if this is what they mean Dealing with Uncertainty If asked a question you don t know the answer to just remember the mantra: o That is a really good question, what do you/others think? o Ask open-ended questions use why, how, what, where, who and when. What Not To Do A facilitator should not: Impose a solution on the group - they should clarify issues, focus discussions, bring out viewpoints, synthesize differences, and look for underlying agreements Downplay people s ideas Push personal agendas and opinions as the right answer Dominate the group Tell inappropriate or offensive stories Make up an answer Allow people to bully others in the group Take a stance with one section of the group Tell too much about their personal experience and life Assume the demographics of the group Fail to set ground rules at the beginning of the session 6

Be directing Stereotype Give participants the answers Present their own disciplinary perspective Reinforce hierarchies deferring to particular disciplines as the leader Interprofessional Facilitation Facilitating interprofessional groups of students is recognized as a complex and demanding task. Facilitators play a crucial role in creating an environment that supports the goals of interprofessional collaboration. There are some unique skills, beyond general facilitation skills, that are required for effectively facilitating an interprofessional group, as there are some unique issues that may arise. Use of Discipline Specific Language/Jargon Ensure that students explain and terms that may not be known by everyone in the group. Encourage the use of common language, when possible. Perceived Hierarchies Address any comments regarding power and hierarchies. Do not permit bashing of any profession. Listen for comments before the groups officially start and be sure to address any issues that arise. A brief comment that may be perceived negatively may set the tone for the remainder of the learning activity. Encourage students to learn from each other and how they can collaborate together. Different/Conflicting Expertise Each profession represented will have areas of expertise. Acknowledge all contributions and respect diversity. Consider role/scope overlaps as well as unique contributions. Professional-based Stereotyping Stereotypes may be associated with gender, status, caring, power, etc. Participants at Different Levels/Stages in their Program Students will have varying educational and clinical experiences. Ensure that student contributions are valued, but corrected where necessary. Difficulty Entering into Professional dialogue due to Uncertainties about Other Disciplines Encourage students to develop an understanding of each other s professional roles and scopes of practice. Difficulty transferring knowledge from one field to another 7

Sargeant, Hill and Breau (2010) identify the following items in their Assessment of Interprofessional Facilitation Skills. These serve as a guide to interprofessional facilitation. Describe why interprofessional education is important Explain how interprofessional collaboration can enhance patient/client-centred practice Role model positive interactions with other health professions and how professionals work together Create a learning environment in which the principles of interprofessional education were demonstrated or clearly explained (don t focus on one provider group; acknowledge all contributions) Openly encourage participants to learn from each health providers views, opinions, and experiences Use learning and facilitation methods that encourage participants from different professions to learn with, from and about each other Invite other professions to comment and share their experiences/perspectives as questions or comments are made in the large group Use appropriate facilitator skills to keep discussion on track Acknowledge and respect others experiences and perceptions Encourage members of all professions to contribute to decisions and seek opinions from others in the group Ask participants to share their professional opinions, perspectives and values relative to patient/client care Listen to and acknowledge participants ideas without judgment or criticism Ask questions to encourage participants to consider how they might use each other s professional skills, knowledge, and experiences Help participants to work through differences in a spirit of openness and collaboration when differing opinions arise Use effective communication skills to clarify and resolve misunderstanding and conflict Discuss issues related to hidden power structures, hierarchies, and stereotypes that may exist among professions Use the above questions to reflect on your own facilitation style. If a co-facilitator is available, ask for additional feedback. 8

Reference Sargeant, J., Hill, T. & Breau, L. (2010). Development and testing of a scale to assess interprofessional education (IPE) facilitation skills. Acknowledgements This Facilitator Manual is based on the guide developed for the Canadian Working Group on HIV and Rehabilitation. Authors are C. De Palma, A. Godden-Webster, E. Etcheverry, S. Langlois, N. Ryan-Arbez L. Sinclair and V. Wood. As well, we recognize the contributions of P. McGuillicuddy, K. Gold and M. Lowe in the development of guiding questions, and feedback contributions of D. Lising and R. Singer. Assistance Provided by: R. Dyers 9