The document discusses the facilitator's role in organizational change processes that use simulation games. It finds that the facilitator's main roles are project management, process facilitation, and technical support. As project manager, key tasks are planning, preparation, and follow up. As facilitator, the focus is on interactive discussion during the simulation. Technical support ensures equipment functions properly. The study highlights that an engaged facilitator helps groups challenge assumptions and learn through participation. Effective facilitation is key to the success of simulation games in organizational change.

1. International Workshop of the IFIP WG 5.7:
Experimental Interactive Learning in Industrial Management
22-24 May 2003 in Aalborg, Denmark
Facilitation in organizational change process - Case studies on
business process development using a simulation game method
Dr. Minna-Kaarina Forssén & Tech. Lic. Päivi Haho
Helsinki University of Technology
P.O.Box 9600, FIN-02015 HUT, Finland
Tel: +358 50 5513654, Fax: +358 9 4514698
E-mail: minna-kaarina.forssen@hut.fi
SimLab, Helsinki University on Technology
P.O.Box 9560, Fin-02015 HUT, Finland
Tel: +358 50 5434010, Fax: +358 9 4514698
E-mail:paivi.haho@hut.fi
Abstract
The paper focuses on facilitation of the simulation games and facilitator’s role and tasks in the
organizational change process. This report includes the description of the facilitator’s tasks
and roles. The results are based on the empirical experiences gained through simulation game
sessions. The empirical study shows that the facilitator’s role and tasks as a project manager
was essential in the planning phase and in the after care phase. During the simulation session,
the process facilitation was the most important task of the facilitator. In addition, the study
emerged some factors that seem to affect on the success of facilitation.
Keywords:
Facilitation, facilitator’s role, business process development, simulation game
Introduction
The business process innovations and improvement ideas are very seldom achievements of
one individual, if newer (Haho 2002), instead the process innovations emerge in interaction
between persons. Therefore, in process development the creative co-operation and
participatory learning is critical (e.g. Leonard and Sensiper 1998, Lave and Wenger 1991,
Nonaka and Konno 1998, Kanter 1983). Thus also the facilitation methods should actively
enhance development and learning. Intensive interplay with praxis and theory, action and
thinking (see also Kolb 1984, Haho 2002) facilitates good learning results, and thus creates
basis for the new innovations.
When the number of persons increase and they form a group, the larger the group becomes,
the greater and more numerous the demands upon the leader’s role become as well as the
tolerance for leader-centered directions of group activities become greater (Shaw, 1981). Both

2. the nature of the leadership, i.e. the facilitation process that lead the group to its targets, and
the characteristics of leader affect the group activities. Therefore, the facilitation of large
groups should be studied separately of the small groups.
The aim of this study is to discuss the role of the facilitation in the organizational change
processes. The detailed research questions are as follows:
• What is the facilitator’s role in the organizational change processes where the
simulation game method has been used?
• What are the critical successful factors on the facilitation?
Facilitation of the business process development
The facilitators role as a leadership is one of the most important roles associated with the
positions in the group structure. The effective functioning of the group depends in large part
on the degree to which the activities of the group members are coordinated and directed
towards achievement of the group targets. Even if such coordination is possible without a
formal, official group leader, it is probable that effective group action seldom occurs unless
someone directs the various activities of group members (Shaw, 1981). Leadership is the
process of influencing participants’ activities toward goal setting and goal achievement-
through communications process.
We should see the facilitation as a learning process: The real purpose of effective facilitation
session is not to make plans but to change the mental models that decisions makers carry in
their heads (see also Mintzberg 1994, p. 113). Such facilitators see their job as getting others
to question conventional wisdom and especially helping people out of conceptual ruts. To do
their jobs, they may have to use provocation or shock tactics like raising difficult questions
and challenging conventional assumption (see also Mintzberg 1994, p. 114).
Facilitator should enhance the existence of tacit knowledge and build a spiral of learning
between tacit and explicit knowledge, and between individual and organizational learning
during the business process and organization development to accelerate the process
innovations. Tacit knowledge is highly personal and hard to formalize, such as know-how,
beliefs, and mental models.
Cooperative learning is a system of team learning which emphasis is on leaders (teacher’s)
”new” role in classroom management, and establishing and assessing social and learning
goals (Slavin, 1983, 1990). In cooperative learning strategy, the teacher shifts their
instructional style from traditional, direct teaching to a more interactive and cooperative mode
of instruction. The group leader, facilitator, is the key to successful implementation of
cooperative learning and the result as improved achievements and social skills of the
participants.
Facilitators with a committing style engage people in a journey. They lead in such a way that
everyone in a journey helps shape its course. As a result, enthusiasm inevitable builds along
the way. Those with a calculating style fix on a destination and calculate what the group must
do to get there, with no concern for the members’ preferences. Process development takes on
value only as committed people infuse them with energy. (See also Mintzberg 1994)
Therefore the attitude of the facilitation is important. Kanter (1983) reports that in low-
innovative companies people felt that “knowing everything” depicted the attitudes of the top
managers. That kind of attitude does not leave room for new ideas.

3. Some of the most crucial features and tasks in facilitator’s role are:
• to help the group to achieve the goals (Shaw, 1981),
• to have an interactive and cooperative mode of instruction (Slavin, 1983) and to keep
the group functioning smoothly e.g. cooperativeness (Shaw, 1981),
• to ensure face to face interaction, discussion and participation (Axtell et al. 2000,
Johnson& Johnson 1989),
• to be a soft analyst, whose intent is to pose the right questions rather than to find the
right answers,
• to have a long-term view instead of the desire for quick fixes (Lanning, 1996; Bessant
and Francis, 1999; Holman et al., 2000; Boer and During, 2001), and
• to understand change as a messy, iterative, political and emotional process instead of a
linear and mechanistic one (Holman et al., 2000).
It seems that the most critical individual factors for the innovative activities are leadership
skills and leaders characteristics, competence, motivation and commitment (Forssén, 2002).
Shaw (1981) summarizes that the characteristics of the effective leader of the group are task-
related abilities, sociability, and motivation to be a leader, i.e.
• to have enough knowledge and skills related to the group’s tasks,
• to have interpersonal skills, and
• to have the will to serve as a leader.
In addition, the situational factors and other aspects of groups processes affect the success of
the group (Shawn, 1981).
Research data and methods
The approach of the study is the action research. Therefore the empirical data has been
collected from the development projects, where the authors have been involved between
1992-2002, and in which the authors have facilitated the social simulation games for business
process development and training. All together data includes 100 simulation game sessions
held in more than 20 industrial companies. Interviews, questionnaires and observations have
been used as the main the data collecting methods.
Facilitation of the simulation games
In this chapter we have described the facilitator’s tasks and roles based on the empirical
experiences we have gained through in the simulation game sessions. The simulation game is
a participative, tailored developmental and training tool which enables the development of a
company's own business processes, for instance, an order-to-delivery or product development
process.
A simulation game is like a “role-play”, where employees “play” their own roles explaining
their tasks and problems. However, a simulation game differs from role-playing exercises in
the higher degree of structure it entails and in its emphasis on interaction and dialogue rather
than on the playing of individual roles. The simulation game method has proven to be a very
effective way of enhancing social interplay and organizational knowledge creation and
learning, as well as a good tool for increasing a shared holistic understanding of the work
process (Forssén and Haho, 2001; Haho and Smeds, 1997).

4. The simulation game method consists of the preparation of the game, the one or two-day
game session and the evaluation of the results. In each simulation game session, there are
typically 30-50 participants. The participants consist of representatives from each step of the
simulated work-process as well as from related sub-processes and departments within the
organization. Participants are divided into two groups: players and observers in addition to
facilitator, the leader. Players “play” their work roles explaining what they do and how, what
information and material they need to complete their work phase and what is the next step in
the process chain. Observers comment, ask questions and actively discuss the process. In the
game session, the facilitator’s role is to steer the game and her/his focus should be on
interactive discussion as opposed to traditional one-way teaching. (Forssén and Haho, 2001)
General model of the simulation game round (Figure 1, see also: Forssén and Haho, 2001)
explains both the use of simulation game and the contents of facilitation. Sessions have been
organized in different phases of development project: in analyzing, in envisioning “ an ideal
process”, in testing designed processes and in employees training in implementation phase.
IN PHASE 4:
a) Test designed processes
and different alternatives
b) Train employees to
achieve
the targets
PHASE 1.
NEED FOR CHANGE...
PHASE 2. ANALYSING
THE PRESENT STATE
PHASE 3. PLANNING
AND REDESIGNING
PHASE 4. TESTING
THE NEW ALTERNATIVES
PHASE 6.
IMPLEMENTATION
AND FOLLOW-UP
IN PHASE 2:
a) Analyze the present
state of the process
b) Commit employees
to the change process
c) Train employees to realize
as-is situations in own tasks
and process
d) Envision “an ideal process”
simultaniously
IN PHASE 6:
Train employees to
implement
IN PHASE 3:
a) Envision “an ideal process”
b) Train employees to
create an image of the future process
PHASE 5. PILOTING
IN PHASE 1:
a) Evoke the change
IN PHASE 4:
a) Test designed processes
and different alternatives
b) Train employees to
achieve
the targets
PHASE 1.
NEED FOR CHANGE...
PHASE 2. ANALYSING
THE PRESENT STATE
PHASE 3. PLANNING
AND REDESIGNING
PHASE 4. TESTING
THE NEW ALTERNATIVES
PHASE 6.
IMPLEMENTATION
AND FOLLOW-UP
IN PHASE 2:
a) Analyze the present
state of the process
b) Commit employees
to the change process
c) Train employees to realize
as-is situations in own tasks
and process
d) Envision “an ideal process”
simultaniously
IN PHASE 6:
Train employees to
implement
IN PHASE 3:
a) Envision “an ideal process”
b) Train employees to
create an image of the future process
PHASE 5. PILOTING
IN PHASE 1:
a) Evoke the change
Figure 1. Phases in the facilitation of process simulation.
In the following chapter, we first describe the facilitator’s tasks. Secondly, we give some case
examples of the different situations in facilitation. These lessons learnt in the facilitation draw
a picture of the critical factors in a success of facilitation.
Facilitator’s role and tasks
Based on our experience in the simulation games the facilitator’s tasks have been divided into
three main roles – project management, process facilitation, and technical support. In this
paper the tasks have also been categorized for the duties before, during and after the
facilitation session.

5. Before a session
The main tasks before the facilitation session are the negotiations with the customer, and
preparations. The preparations should be facilitated in active relation with the customer to
gain the mutual understanding of the content and targets of the topic. The main facilitator’s
tasks before the session are mainly related to project management and process facilitation.
Project management starts by negotiating with the company representatives about the project
and by writing the project plan. In the beginning of the project a steering board and/ or an
operative planning team for the project are founded. The project manager’s task is to make
sure that the targets of the project with the teams are defined as well as the schedule and
internal/external resources are planned. Project management’s duty is to inform the company
members about the project by mail, by phone, organizing information meeting or
interviewing/discussing with people and after selecting the participants, invite them to the
session. Reserving the facilities for the session, and doing other practical arrangement for the
facilitation day, such as lunch, needed decorations etc. are part of the project manager’s tasks
even if these tasks are implemented with some other persons.
The meetings of the planning team have to be chaired and facilitated. Often, it is essential that
a facilitator interview the company members to receive information and to plan the
simulations and to commit and motivate participants. Interviews are one of the best methods
for facilitator to learn to know the business, the company and its business processes. Finally,
the detailed plan and manuscript has to be made for the facilitation session.
A technical supporter has to, first of all make sure that the technical devises work. The
process flow charts and other data that is used in the session have to be prepared. In addition,
all the other supportive material e.g. case examples have to be collected as well.
During a session
During the facilitation session facilitator’s main task is to guide and support the work of the
group towards the desired goals through the planned phases. The theories of the group
dynamics are behind the good plan. The used methods depend highly of the topic and target
of the group work.
In the facilitation of the simulation game sessions the main tasks are the process facilitation
and technical support tasks. There are actually no special project manager tasks in this phase.
The ”Main” facilitator takes care of the process facilitation during the session. In the
beginning, the facilitator has to give the clear instructions, rules and limits for the session as
well as to clarify the targets. It is essential for the facilitator and for the participants that the
facilitator warms up her/himself and the participants. On the other hand, facilitator’s one main
duty is to motivate participants and to reinforce the discussion and to keep the discussion in
schedule and in order. In addition, facilitator’s tasks are to make sure that the decisions are
made at the end of the session and the emerged improvement ideas are discussed and
collected after session. The feedback of the facilitation session has also to be collected from
the participants. Finally, facilitator has to close the session tersely.
The role of the “second” facilitator, that can be either company member or outsider, is to
write down the discussions, observations and decisions. In addition, she/he organizes and
helps the facilitation with the supportive material used during the session. In part of our
simulation game session the second facilitator has been outsider and in the part of the session

6. the second facilitator has been the member of the company. If the voluntary person from the
company is found to act as a second facilitator, according to our experiences, that is mostly
recommendable.
Technical support takes care of the technical devices that are used during the session, such as
computers, networks and big wall screens.After a session
After the facilitation session the main tasks include analyzes, preparations and arrangements
for feedback session. The ending of a project should be viewed as a legitimate phase of the
project as well. In the aftercare of the simulation game session the main tasks are to manage
the feedback process of the project and facilitate the possible evaluation sessions.
After the simulation, the task of the technical support, which can be either the facilitator
her/himself or another person, is to collect the downloaded data and analyze it. There after,
the feedback of the session has to be summed up and the final report of the project has to be
written by the project manager. In some cases, the facilitator acts as an project manager and
organizes the meeting where the decision for the further actions are made or she/he organizes
the follow-up meeting to evaluate the implementation of the decisions.
Process facilitation includes following activities: to give feedback about the results of the
simulation game session, to check, to follow up and evaluate the implementation of the
decisions. In addition, the task is to organize an internal facilitators evaluation meeting with
the secretary and possible mentor, to reflect and learn from the facilitation experience.
Lessons learnt
In the following chapter we describe some case examples of lessons learnt situations before,
during and after the sessions.
Case examples of the lessons learnt before the session
Facilitator as an action researcher and consultant:
“Facilitation session is same time action research as well as consultant project.”
Advise:
In the mixed action research and consultant projects it is important to define the role of the
research effort clearly – is the purpose of the project to develop and train the organization
or only collect data for the research efforts or both.
Defining the target of the project:
“The exact target of the facilitation effort has not been defined in the beginning of the
project, and the company staff have been invited into a training session to develop the
R&D process in a joint effort. Huge amount of good ideas have been collected during the
facilitation session, and they even have been analyzed and collected in the summary
report. Nothing happens for the ideas afterwards, and the disappointment among the
personnel against the project is very high.”

7. Advise:
Define the target of the project – training or development – clearly, and communicate it
for the personnel of the organization.
The site and facilities of the session:
”The session is planned to locate in the customers facilities, and the representative of the
customer is reserving the best place – board meeting room - for the session. The space for
the session is nice looking, and having comfortable chairs, light is coming to the room
from beautiful windows in two sides, and one wall is having huge painted inspiring
pictures, and the last wall is suitable for the overheads. Everything seems to be fine, but in
the morning half an hour before the session should begin facilitator appears first time to
place and realizes that there are not any clear walls for the group works to be presented.”
Advise:
As a facilitator of the session give exact definition for the space to be reserved for the
session if you are not able to visit it.
Collecting information as a pair:
“You have not work before in the field of the subject industry or business process. The
time schedule for the project is very tight, and you are doing the best for collecting the
needed information beforehand, but still in the end you have not gain the clear picture of
the topic to be facilitated and you are not able to choose the right persons for the session
of the customer organization.”
Advise:
Working as a pair: In the beginning of the project, make sure that you have “a pair”,
someone from the company, who know the company and people well, to work with.
Experience of facilitation in different businesses:
“You are an experienced trainer in several fields in public organizations and now you
have to facilitate the session for small size industrial organization to give a kick off for
major change in the business.”
Advise:
Prepare yourself for the new situation and study the methods and tools of change
management.
Handling group in the industrial field:
“You are an excellent and experienced teacher at university and you have facilitated
lectures years, and you even have received excellent feedback from the students. You are
very enthusiastic person, and you know how to warm up the students to listen you story.
Now you are at first time in the situation to facilitate the development project for the
industrial organization, and you have not use any group work methods in praxis, though
you know everything in theory.”

8. Advise:
Follow colleague’s example beforehand in praxis or discuss about your plan for the
facilitation session with experienced facilitator, and try to understand the practical points
for the participatory group methods for example how you can increase communication,
collect ideas from the participant or solve problems during the session and how the group
dynamics function.
Ensure the backup in the first session:
“You are doing your first facilitation and you are a little bit nervous about the coming
session and what if you do mistakes.”
Advise:
Before the session, agree with some experienced facilitator that she/he would act as your
mentor and back-up in the session and give you feedback and advices during the breaks.
Case examples of the lessons leant during the session
Neutral external facilitator:
“Customer’s representative is willing to be a main facilitator for the session. He acts as a
change champion for the change project in the organization and wants to reinforce his
power through this effort. You are not sure about his character to be a good choice for
facilitation.”
Advise:
External facilitator is always neutral and good choice. But give an important role i.e. goal
setting task for the company’s internal change champion. Focus on the participants, not
on the facilitator:
“Facilitator likes to explain himself how the matters are (what he has learned during the
preparation work) and he doesn’t give enough space for the participants during the
discussion.”
Advise:
Facilitator’s role is to use the participants as an orchestra instrument to achieve the issued
targets not to possess the session. Facilitator sets questions to participants, he does not
answer by himself. Facilitator needs deep understanding of the role of facilitation.
Facilitator’s knowledge about the business process:
“The process facilitator does not know the facilitated business process well enough.”
Advise:
1. Study carefully the used terminology and process beforehand, but if you are still in the
above situation during the facilitation session, use simple questions to clarify the
messy topic.

9. 2. Agree that you have some company member as your “facilitator pair”, and she/he is
allowed to participate facilitation and interrupt, ask or clarify issues if the situation
needs.
Activate the participants:
“The whole group or a part of the group is totally quiet and they don’t take a part to
discussion –participants ideas and knowledge cannot be collected.”
Advise:
Active group members using short group works (10 – 20 min), pair discussion (2 – 5 min)
or using idea collecting methods e.g. ask people to write down their ideas to the “sticking
papers”, and put the sticking papers on the wall.
Selecting the right persons:
“The right persons from the case company are not involved.”
Advise:
Correct the situation for the next steps as well as you can. However, if some key persons
are missing, the whole session can be unsuccessful no matter what you as a facilitator do.
Discussing the aims and targets:
“The facilitator does not make sure that everybody has understand the aim and the
concrete targets of the session the same way”
Advise:
Discuss the aims and targets in the beginning of the session. You might first ask
everybody to express their idea about the targets, write them down to the board and then
check, whether they are parallel. Leave the written targets in place, so everybody can see
them during the session. Check the targets in the end of the session, after having made
decisions.
Keep the schedule:
“The facilitator does not take care of the schedule. Participants loose their attention while
waiting the break.”
Advise:
Keep the informed schedule, precise starting and ending times and at least a short break
once an hour.
Warm-up the participants:
“The facilitator starts the discussion about the main issue right away. The participants
seem to be quite quiet and discussion does not flow.”

10. Advise:
Warm-up the participants using some warm-up method (maximum 30 min) in the
beginning of the day and maybe after a lunch break, so that they become more relaxed,
open and thus creative.
Prepare some additional exercises:
“Discussion seems to end up before the session finished and no-one has anything
remarkable to say.”
Advise:
Prepare yourself with some additional exercises related to the targets of the day, which
you can use if needed.
Case examples of the lessons learnt after the session
Emphasize the essence of systematic implementation and follow-up:
“The implementation and follow-up is not systematically organized and structured.”
“The feedback loop is not working in every phase.”
Advise:
Most often the outsider facilitator do not have a possibility to implement the decisions or
ensure the sufficient feedback. The responsibility is on the company. Therefore, you
should emphasize the issues in the first meetings in the beginning of the project.
Open discussion of the problems with the managers:
“The company is not willing to organize the feedback meeting after the session”
Advise:
Unwillingness may reflect that the session brought up the kind of problems, that the
managers are not ready to handle. You can try to discuss the issue openly with the
managers.
Discussion
In the planning phase and after the simulation session phase, the facilitator’s role and tasks as
a project manager were essential. During the simulation session, the process facilitation was
the most important task of the facilitator. According to our experience, most often it is wise
and useful to connect these roles either so that the same person act as a process facilitator and
project manager, or so that two persons work as a pair, as a team work.
In nearly all of our simulation game projects, the project manager and the process facilitator
has been the same person. The facilitator of the session has to get to know the context (the
company and the business) to be able to facilitate session successfully. Therefore acting as a
project manager in the first phases in the project is a learning task that primes the person to
the process facilitator’s role and tasks.

11. Usually, the pair includes one researcher (an outsider) and a company representative who
work together all through the project: to plan the facilitation session as well as facilitate the
session. In addition, we found that it is effective that the outsider act as a main facilitator and
the company representative as a second facilitator. In addition to the pair, there is also the
project steering group that participates to the planning of the session even if the pair has the
main responsibility for planning, implementing and evaluating the simulations.
We have noticed, that one who is good at technical support or project management is not
necessarily good at participative process facilitation, because the needed competences of these
three tasks are not similar. In addition, if technical devises are planned to use in the session, it
is more essential to have separate person to take care of these tasks.
Success factors in facilitation
In facilitation, as leadership, the personal characteristic matters. Some people have better
starting points to become a competent facilitator. However, to become a good facilitator is for
the most part a result of learning by doing. On the other hand, becoming a good facilitator is a
learning process to reach enough knowledge about the particular businesses and their
processes, and to train oneself in facilitations. If facilitator does not have enough experience
of facilitation in a new business area, it is recommended that experienced facilitator acts as a
backup or mentor in the first session.
According to our experience, the important issues on facilitation of the simulation sessions
were:
• Warm-up the participants
• Discussing the aims and targets
• Focus on the participants, not on the facilitator
• Activate the participants
• Keep the schedule
• Prepare some additional exercises
In the management of the whole project, several issues seem to be essential. First, the target
of the project has to be defined. Collecting information as a pair seemed to be effective way
of working in the project. One of the most typical problems in development projects is the
lack of follow-up and evaluation (e.g. Forssén, 2002). According to our experience it is also
important to emphasize systematic implementation and follow-up. In addition, facilitators
should have ability to have open discussion of the problems with the managers.
Further research questions
How to form facilitator’s network, keep it alive and maintain idea exchange and knowledge
accumulation? The facilitation network needs to have a formal structure, which would ensure
the communications between the facilitators, e.g. formal communication channels: regular
meetings, www-pages. The question is, who has the interest to organize and manage the
network. Would this kind of network be organized as a part of the facilitators training?
Acknowledgements
This paper is a result of the co-operation project between SimLab/ Helsinki University of
Technology and CIP/ Aalborg University. The financial support of Agency for Trade &

12. Industry subsidy, Aalborg University and Helsinki University of Technology is gratefully
acknowledged.
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