A facilitator helps a group achieve results through interactive processes by focusing on how the group works together rather than participating or leading the group. Key facilitation skills include listening, supporting participants, summarizing discussions, challenging ideas respectfully, creating a safe environment, and trusting the group process. Effective facilitators use open-ended questions, paraphrasing, and intentional silence to draw out participants. They also manage conflict by understanding different personality styles and using appropriate strategies.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
This is a one-day course on facilitation skills. It is essentially a meta-facilitation course, since it's a facilitated course about facilitation. So, the same techniques that you learn about facilitation are actually applied in the delivery of the course.
The topics of this training are:
- Presenting vs. facilitating
- Facilitator competencies
- Facilitation techniques
- Facilitation in action, using an advanced facilitation technique
- Handling disruptive participants
- Structuring your development plan to be a better facilitator.
The material is adapted from “Facilitation Skills Training”, by Don McCain and Deborah Davis Tobey, ATD Press.
Facilitation Skills for Train the Trainer (TTT) Programme
Facilitation is an art and science and can be learned and improved upon with practice and it is a required skill for any project or team manager.
This is a one-day course on facilitation skills. It is essentially a meta-facilitation course, since it's a facilitated course about facilitation. So, the same techniques that you learn about facilitation are actually applied in the delivery of the course.
The topics of this training are:
- Presenting vs. facilitating
- Facilitator competencies
- Facilitation techniques
- Facilitation in action, using an advanced facilitation technique
- Handling disruptive participants
- Structuring your development plan to be a better facilitator.
The material is adapted from “Facilitation Skills Training”, by Don McCain and Deborah Davis Tobey, ATD Press.
Learn how to run meetings that produce results every time.
1. Use Foundation Tools to Set the Stage for Success.
2. Proactively Manage the Three Meeting Phases.
3. Keep Participants Engaged and Accountable.
Attending numerous meetings is a quotidian activity for most professionals. But the major question is how effective are they to solve our problems or achieve the goals we intend to reach? Let's have some insights about the topic in hand while learning about the facts and figures along with ways to use the powerful tool of meeting efficiently !!
Many fear going up front to speak, present, chair, facilitate etc. more than that they are usually not organized, prepared or systematic. This kills their confidence and invariably the effectiveness of facilitation
This set of slides just adds to the knowledge and skills of facilitation. The literature is ample and the sources of such information are overwhelming too. hope this little contribution shall help the weaker presenters.
For LTEC 4000: Module 8 - Facilitation Strategies, Tools, and Overview
Reference:
Bens, I. (2012). Facilitating with ease! Core skills for facilitators, team leaders and members, managers, consultants, and trainers. San Francisco: Jossey-Bass. (ISBN: 9781118107744) Course syllabus Reference: (Bens)
Training Slide Deck
Tips on Difficult Conversations
-What to think about when preparing for difficult conversations
-Things to remember during difficult conversations
- Top 6 mistakes that can turn difficult conversations into disasters.
Agile Coaching - Giving And Receiving Feedback Jul14ajaysolucky
Agile Coaching - Giving And Receiving Feedback
Giving feedback and receiving feedback is a stress full process for both the giver and the receiver. It generally creates a negative atmosphere, a strained relationship. Learn the art of giving and receiving feedback to get results.
Learn how to run meetings that produce results every time.
1. Use Foundation Tools to Set the Stage for Success.
2. Proactively Manage the Three Meeting Phases.
3. Keep Participants Engaged and Accountable.
Attending numerous meetings is a quotidian activity for most professionals. But the major question is how effective are they to solve our problems or achieve the goals we intend to reach? Let's have some insights about the topic in hand while learning about the facts and figures along with ways to use the powerful tool of meeting efficiently !!
Many fear going up front to speak, present, chair, facilitate etc. more than that they are usually not organized, prepared or systematic. This kills their confidence and invariably the effectiveness of facilitation
This set of slides just adds to the knowledge and skills of facilitation. The literature is ample and the sources of such information are overwhelming too. hope this little contribution shall help the weaker presenters.
For LTEC 4000: Module 8 - Facilitation Strategies, Tools, and Overview
Reference:
Bens, I. (2012). Facilitating with ease! Core skills for facilitators, team leaders and members, managers, consultants, and trainers. San Francisco: Jossey-Bass. (ISBN: 9781118107744) Course syllabus Reference: (Bens)
Training Slide Deck
Tips on Difficult Conversations
-What to think about when preparing for difficult conversations
-Things to remember during difficult conversations
- Top 6 mistakes that can turn difficult conversations into disasters.
Agile Coaching - Giving And Receiving Feedback Jul14ajaysolucky
Agile Coaching - Giving And Receiving Feedback
Giving feedback and receiving feedback is a stress full process for both the giver and the receiver. It generally creates a negative atmosphere, a strained relationship. Learn the art of giving and receiving feedback to get results.
ARE YOU LISTENING TO ME? Effective communication is less about talking and more about listening and understanding. This presentation will change the way you approach all future conversations and help others to truly understand what you are saying.
Speaking and Presenting Master Class - The 9 phasesAdolph Kaestner
This Infographic outlines the 9 Phases of what I offer as skills development for people wanting to sharpen or master their skills in Public speaking and presentations
This is my n2nd project in the new Toastmasters Pathway Journet -- Path I am doing is Presentation Mastery -- this was a 8 minute speeck but is in fact a half day wortkshop
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. What is a Facilitator?
• Literally means: Making Things Easy
• A person who helps a group to:
–achieve results in interactive events
–by using a range of skills and methods
– to bring the best out in people
–as they work together
• focuses on the process of how
3. The Facilitator is NOT
• A Participant in the team
• The Team leader
• The Team
organiser/administrator
• The Negotiator on the
team’s behalf
• A Servant who simply does
the bidding of the team
• An Expert trainer
4. Facilitation Ground Rules
The GROUP is
Concerned with and Responsible for
The WHAT – The OBJECTIVES – The RESULTS
The FACILITATOR is
Concerned with and Responsible for
The HOW (The Process)
The Group Achieves The Group Goal.
6. Meeting Ground Rules
• All participants are equal
• Everybody participates
• All ideas are valid
• Have your say - 30 seconds Soap Box
• Listen to others – Open Mind
• Raise Questions – Test Understanding
• KISS – Keep It Short and Simple
• One meeting at a time
• Stay on the Subject
• No mobile phones
• Max 1 Hour per Topic
8. Facilitators 7 Key Skills
Listen
Support
Summarise
Challenge / Question
Lead the Process
Create Safe Environment
Trust the Group
9. Listening Ten Commandments
1. Stop talking
2. Put people at ease
3. Show you want to listen
4. Remove distractions
5. Empathise
6. Have patience
7. Hold your temper
8. Don’t argue or criticise
9. Ask questions
10. STOP TALKING
10. Questioning
Use O P E N Questions
to probe
“Who, Why, What, When,
Where, How?”
Use CLOSED Questions
to redirect/ summarise
(yes/no answers)
“Are you saying that…?”
11. Questioning
Use YOU questions
• How do you see this?
• What are your priorities?
• How important is ... to you?
• Tell me /us more about ...?
• What if....Why....How....?
12. Question Handling / Responding
• Announce questions to entire group
• Pause
• Write Down the question
• Acknowledge the contribution
• Encourage Responses to Question
• During silence look for non-verbal
cues indicating ideas (attending and
observing skills)
• Rephrase the question
14. Explore Further
•“I understand so far, now tell me more.”
•“I hear you saying…, now can you tell me more?”
•“What do you mean by…?”
•“ How so…?”
•“You said…
•Because…?”
16. Encouraging
•“Who else has an idea?
•“Is there a student’s perspective on this topic?”
•“The women (men) have been quiet. Do you
have any comments?”
•“What was said at table two?”
•“Let’s hear from someone who hasn’t
spoken for awhile.”
17. Making Space
•“Would you like to speak to this?”
•“What are your ideas?”
•“Did you want to add anything?”
• “You looked like you wanted to say something.”
19. Listen for Common Ground
"We agree on these points. . .
and disagree on these. . . "
20. What if?
• Someone says something that is way off in left
field???
• Something is said that had seemingly been
addressed or agreed earlier??
21. Drawing Out
• What did you do well?
• What could you have done
even better?
• What prevented you from
doing even better
• What’s the plan to do even
better in the future?
23. What is your style?
• Avoiding
• Accommodating
• Competing
• Collaborating
• Compromising
24. Avoiding
• Un-cooperative + unassertive
• Your customary manner is to be passive and
withdraw from conflict situations.
• Your attitude is to be accepting and patient,
often suppressing your own feelings to avoid
confrontation.
25. Accommodating
• Co-operative + unassertive
• You try to satisfy the other person’s concerns
at the expense of your own.
• You strive to understand, listen and put
yourself in the other person’s place.
26. Competing
• Un-cooperative + assertive
• You use direct tactics and have a strong need
to control the situation and/or people.
• You want to straighten out the other person
and argue about who is right.
• You do whatever it takes to WIN.
27. Collaborating
• Co-operative + assertive
• You work with the other person to find a
solution that fully satisfies both sides.
• You are ready to defend a stand without being
too pushy.
• You are willing to work toward a mutually
agreeable solution through negotiation.
28. Compromising
• Intermediate in co-operative + assertiveness
• You work to seek a middle-ground solution for
both parties.
• The solution provides partial satisfaction for
both, but in the interest of time and a lack of
commitment or effort to do better, this will
do.
30. Strategies for Complainers
• Listen even though it may be difficult.
• Acknowledge by paraphrasing the complaints.
• DO NOT agree with the complaints.
• Be prepared to interrupt and take control of
the situation (these guys love to ramble).
• Use limiting responses that pin the complainer
to specifics.
31. Strategies for the Indecisive
• THEY DELAY DECISION MAKING!
• Bring issues out in the open and make it easy
for them to be direct.
• Help them solve problems.
• Watch for signs that the pressure to make a
decision may be overloading them.
• Give them lots of support after they finally
make a decision.
32. Strategies for Super-Agreeable
• OFTEN DON’T PULL THROUGH
• Don’t allow them to make unrealistic
commitments that they can’t fulfill.
• Make honesty non-threatening. They
sometimes don’t agree, but are afraid to tell
you.
33. Strategies for Negativist
• OBJECT TO EVERYTHING!
• Avoid getting drawn into their attitude.
• Don’t agree with them.
• Be patient.
• Be prepared to take on the project with
support from others.
34. Strategies for Experts
• KNOWS EVERYTHING
• Know your subject matter.
• Listen to and acknowledge what they say.
• Avoid being a counter-expert.
• Have documentation to support your
thoughts.
35. Strategies for Silent-Unresponsive
• ANSWERS ALL QUESTIONS WITH A YES/NO.
Hardest to read.
• Ask open ended questions.
• Pause for long periods, inviting them to fill the
void.
• Discuss one-on-one after the meeting.
• DON’T PLACE THEM IN AN UNCOMFORTABLE
SITUATION.
36. Hostile-Aggressive
• TRY TO BULLY YOU!
• Stand up for yourself, without being
threatening.
• Give them time to run down.
• Speak from your point of view.
• Stay positive.
37. Three Steps to Managing Conflict
1. Define the situation
2. Search for alternatives and their implications
3. Make a decision
Key is to have good Observation Skills
38. Observation Skills
• Help you assess how information is being
received.
• Based on your observations then you can
adjust to the needs you see.
• Observe body language
• Determine Feelings based on Observations
• Take Action based on Inferences
45. Sound
• Background Music
– For working sessions
– No words Instrumental only
– Soft background
• Energising Music
• Sound Equipment
– Mike for Facilitator
– Mike For Tables
– Mike for Feedback
47. Room Layout
• Based on
– Size of group
– Size of meeting room
• Based on what you want to accomplish
• Planned and arranged beforehand
• Material for delegates
• Domestics
– Temperature
– Drinks
– Snacks
48.
49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63. Acknowledgements
• The U N Systems Staff College
• Texas Community Futures Forum
• Gerry Gaffney