end of semester

1. An Introduction
Group and Team
Facilitation
Class Session 1 – January 31, 2017

2. Problems in Entering a New Group
 Identity - Who am I to be?
 Control & Influence - Will I be able to control
and influence others?
 Needs & Goals - Will the group goals include
my own needs?
 Acceptance & Intimacy - Will I be liked and
accepted by the group?

3. Relationship Between Cohesiveness
and Productivity
Cohesiveness

4. Lack of
COMMITMENT
Absence of
TRUST
Fear of
CONFLICT
Avoidance of
ACCOUNTABILITY
Inattention to
RESULTS
The Five
Dysfunctions
of a Team
Source:
Lencioni, P. (2005).
Overcoming the five
dysfunctions of a
team.

5. Artificial
Harmony
Mean-
spirited
personal
attacks
Ideal
Conflict
Point
Constructive Destructive
THE CONFLICT CONTINUUM
Take a look at your team charter comments on conflict:
• Have you built in some conflict norms?
• How is the group is going to mine for conflict?
• How will you give each other “real time” permission to engage in conflict?

6. Conflict resolution approaches –
Thomas- Kilman Model
Confrontation
Compromise
Collaboration
Avoidance Accommodation
high
Assertiveness
Cooperativeness
low high

7. Choosing Among Facilitator Roles
• Diagnoses and
intervenes on group
process and structure
• Process expert /
Content neutral
Facilitator
• Helps a client make
informed decisions
• Process expert /
Content expert
Facilitative
Consultant
• Helps individuals
learn to reflect on
their behavior and
thinking
• Process expert /
Involved in content
Facilitative
Coach
• Helps groups develop
knowledge and skills to
solve real problems
• Process expert / Content
expert
Facilitative
Trainer
• As leader or group member,
helps groups increase
effectiveness by diagnosing
and intervening on process and
structure
• Skilled in process / Involved in
content
Facilitative
Leader

8. The ORJI Cycle
Observation
Reaction,
Emotional
Response
Judgment,
Cognitive
Analysis
Decision to Act
Intervention
External Event
Process of Filtering
Affects Expectations
New External Event
Misperception
trap
Inappropriate
Emotional
Response
Trap
Analysis
based on
Incorrect
Data Trap
Intervention Trap
based on
Incorrect Data

9. Human Exchange as Drama
We learn to play a variety of “roles” in life
The “helping role” is defined by how the receiver of help
perceives it
Helping requires innovation and improvisation (“going with the
flow”) but also a willingness to “seize the opportunity” for an
intervention
Staying in the helper role means refusing to take center stage –
instead, the helper functions as an off-stage coach

10. Use Active Inquiry to Keep the
Person Maintain Face and Accept
Your help
Remember the psychological dynamics when
helping someone else with a problem – Use
Active Inquiry
Levels of Active Inquiry:
Pure Inquiry
Exploratory (Diagnostic) Inquiry
Confrontative Inquiry
Process-oriented Inquiry

11.  Espoused Theories of Action (what we say we
do)
 Theories-in-Use (what we do)
 Core values and assumptions
 Strategies that follow from values and assumptions
 Consequences of interactions with others
 Operates unconsciously
 Leads us to create misunderstandings, conflict, and
defensiveness
Argyris C, Schön DA. (1974). Theory in practice: Increasing professional effectiveness.
San Francisco, CA: Jossey-Bass.

12. Always
win and
control
Advocate
our views NO inquiry
Make
negative
inferences
about
others
Ignore
there is a
problem
Display
defensive
behavior
Model I Behaviors (unilateral control)
From the work of
Chris Argyris, 1978
• I understand the situation; you don’t
• I’m right; you’re wrong
• My motives are pure
• My feelings and behaviors are justified
• I am not contributing to the problem

13. How do you behave in the Unilateral
Control model?
State my views, without asking for others’ views
Withhold relevant information
Speak in general terms; don’t agree on what important words mean
Keep my reasoning private; don’t ask about others’ reasoning
Focus on positions, not interests
Act on untested assumptions
Control the conversation
Avoid, ease-into, or save face on difficult issues

14. Provide
data to
support
ideas
Invite
inquiry
Open to
rigorous
testing of
theories
Conflict
can and
does
surface
Low
defensive
behavior
Model II Behaviors (mutual learning)
From the work of
Chris Argyris,
1978
Five core values in
the Mutual Learning
Model:
 Transparency
 Curiosity
 Informed
choice
 Accountabilit
y
 Compassion
• I have information, and so do others
• Each of us sees things that others don’t
• Differences are opportunities for learning
• People may disagree with me and still have pure motives
• I may be contributing to the problem

15. State your views and ask genuine questions
Share all relevant information
Use specific examples and agree on what important words mean
Explain your reasoning and intent
Focus on interests, not positions
Test assumptions and inferences
Jointly design next steps (in a conversation)
Discuss undiscussible issues

16.  Take action base on belief
 Adopt beliefs
 Draw conclusions
 Make assumptions
 Add meanings
 Select data
 Observable data and experience

17. Identify the conclusion
someone is making
Ask for the data that led to the
conclusion
Inquire into the reasoning that
connects data and conclusion
Infer a possible belief or
assumption
State your inference and test it
with the person

18.  Curiosity
 The desire to learn more about something
 Helps you explore how others came to a different conclusion
 Combined with compassion, curiosity enables you to learn about
yourself without defensiveness
 Transparency
 Sharing all relevant information in a timely & valid manner
 Joint Accountability
 Shared responsibility for the current situation
 Addressing problems with others directly
 Avoids blame

19. Power tactics
Inspirational
appeals
Collaboration Flattery or friendly
behavior
Rational argument Consultation Coalition tactics
Personal appeals
Pressure
Put down
Exchange of
support
Evasion
Direct------------------------------------------------------------------Indirect
(Assertiveness------------------------------------------------Passiveness)
Competitive----------------------------Cooperative
AGGRESSIVE

20. Power tactics
Inspirational
appeals
Collaboration Flattery or friendly
behavior
Rational argument Consultation Coalition tactics
Personal appeals
Pressure
Put down
Exchange of
support
Evasion
Direct------------------------------------------------------------------Indirect
(Assertiveness------------------------------------------------Passiveness)
Competitive----------------------------Cooperative
ACCOMODATING

21. Leadership Continuum
Laissez-Faire
Free Reign
Delegative
Transactional
Rewards
Constructive transactions
Management by
exception
Corrective transactions
Transformational
Idealized influence
Inspirational motivation
Intellectual stimulation
Individualized consideration

22. RELATIONSHIPS
- Take action based on our mutually
determine understanding of the relationship
- Each person feels free to make choices
about actions to be taken
- Act on assumptions or inferences that we
believe to be true
- We end up discounting each others skills,
abilities, attitudes
- Once we do this: we now have an illusion
of power – and move to a role consistent
with the wrong information
- We are now unilaterally deciding what is
best to do

23. The
April 18th – Terry’s Angels
Group and Team Facilitation

24. Avoiding the
Drama
Triangle
BECOME A CHALLENGER
• Be firm but FAIR in your
approach.
• Address the consequences of
their actions and set
boundaries.
• Support and Encourage the
other person but set
boundaries – this is not your
problem to solve.
BECOME A TEACHER
• Listen, support and encourage
the person to identify solutions
and take responsibility and
solve it themselves.
• Set boundaries with the time
and energy you spend and state
it.
BECOME A SURVIVOR
• Reflect on the Good things that are going our
way:
1. Make note of good things daily.
2. Note 3 things I am grateful for today.
3. What did I achieve this week?
VICTIM
RESCUER
PERSECUTOR