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Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
Introduction to facilitative skills nov 11, 2013 adlt 675
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Introduction to facilitative skills nov 11, 2013 adlt 675

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  • 1. Introduction to Facilitation ADLT 675 TiME Program
  • 2. Increasing effectiveness as a facilitator is NOT New strategies and techniques
  • 3. Instead, it involves internal work to explore the core values and assumptions that guide our actions
  • 4. Developing Skills as a Group Facilitator
  • 5. What is group facilitation?
  • 6. Choosing Among Facilitator Roles
  • 7. Key Features of the Skilled Facilitator Approach
  • 8. A Group Effectiveness Model
  • 9. Mental Models
  • 10. Rules Governing Theories-in-Use From the work of Chris Argyris & Donald Schön, 1974
  • 11. Model I Behaviors (unilateral control)
  • 12. Model II Behaviors (mutual learning)
  • 13. Nine Ground Rules for Effective Groups
  • 14. ADVOCACY Te llin High g Testing: Low “Here’s what I say, “What do you think of it?” Asserting: “Here’s what I say and here’s why I say it.” An artist’s pallet of Advocacy and Inquiry Explaining: “here’s how the world works and why I can see it that way.” INQUIRY High
  • 15. ADVOCACY High Clarifying: “What is the question we are trying to answer?” Interviewing: Exploring others’ points of view, and the reasons behind them Low INQUIRY As i ng k High
  • 16. ADVOCACY High Bystanding: Making comments which pertain to the group process, but not to content. Sensing: Watching the s Ob conversation flow without saying much, but keenly aware of all that transpires er g vin Low INQUIRY High
  • 17. ADVOCACY g tin INQUIRY er a Low Genuinely curious, makes reasoning explicit, asks others about assumptions n Ge High Skillful Dialogue (Balancing Advocacy and Inquiry): Dialogue: Suspend all Assumptions, creating a “container” in which collective thinking can emerge. High
  • 18. Dysfunctional Forms of Advocacy and Inquiry Dictating: “Here’s what I say, and never mind why.” ADVOCACY (Dysfunctional) Politicking: Giving the impression of balancing advocacy and inquiry, while being close-minded (Dysfunctional) Withdrawing: Mentally Checking out of the room, and not paying attention (Dysfunctional) INQUIRY Interrogating: “Why can’t you see that your point of view is wrong?” (Dysfunctional)
  • 19. ng lli e T Asserting Explaining Skillful Dialogue (Balancing Advocacy and Inquiry) Dialogue Bystanding Clarifying Sensing s Ob Interviewing ing sk A er vin g Low i ng at er ADVOCACY Testing n Ge High INQUIRY High
  • 20. Ladder of Inference  Take action base on belief  Adopt beliefs  Draw conclusions  Make assumptions  Add meanings  Select data  Observable data and experience
  • 21. How Do You Apply the Ladder of Inference by Using Advocacy and inquiry? Walk “Down” the Ladder
  • 22. Writing a Left-Hand Column Case Describe the situation in one short paragraph  Create two columns on a page  Reflect on the What was said What I thought in the but did not say case study conversation  Share it with a reviewer 

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