Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
Facilitative Leadership is an approach that promotes a collaborative, strategic, and effective leadership styles. Drawing on the frameworks from the Interaction Associates, this short workshop for VISTAs in the Bonner Network explored some of the attributes of facilitative leadership including balancing results, process, and relationships and levels of decision making.
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.
Facilitative Leadership is an approach that promotes a collaborative, strategic, and effective leadership styles. Drawing on the frameworks from the Interaction Associates, this short workshop for VISTAs in the Bonner Network explored some of the attributes of facilitative leadership including balancing results, process, and relationships and levels of decision making.
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.
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.
This PPT is a tool to help focus a team / group / or stakeholders into a high performance team. It concentrates on results, commitment, processes, communication, and trust.
I created this tool as a means to transition a team through the four stages of team maturity: forming, storming, forming, and performing.
It is the skill of drawing every member to actively discuss a particular topic, leading to a group consensus and actionable response from each participant
Regular team building is crucially important if an organisation wants to succeed. If your team are united, have a clear vision and are willing to go above and beyond for each other, the business and your clients then you are destined to succeed.
This is a quick overview of team leadership. It does not go into alot of detail, it is mainly a "What is Team Leadership All About Anyway" type of presentation.
Seminar conducted at Manuel L. Quezon High School, Manila Philippines September 1, 2007. Presentation showing qualities of leaders and leadership styles.
To begin, this SS discusses the seven steps of a successful process for entrepreneurial innovation and six skills sets and many characteristics of the successful entrepreneur using light bulbs as examples and an ongoing theme. Next, it differentiates between interdisciplinary cooperation and transdisciplinary collaboration. Then, it addresses disruptive and co-creative innovation as crowdsourced from a global network employing online collaboration tools in virtual makerspaces. Finally, in an effort to return universities to their rightful roles as innovation hubs, it suggests how to embed innovation in the undergraduate curriculum.
Definitions of Conflict Resolution, Negotiation and Mediation. A detailed examination of all six steps of conflict resolution with an introduction to forgiveness.
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.
This PPT is a tool to help focus a team / group / or stakeholders into a high performance team. It concentrates on results, commitment, processes, communication, and trust.
I created this tool as a means to transition a team through the four stages of team maturity: forming, storming, forming, and performing.
It is the skill of drawing every member to actively discuss a particular topic, leading to a group consensus and actionable response from each participant
Regular team building is crucially important if an organisation wants to succeed. If your team are united, have a clear vision and are willing to go above and beyond for each other, the business and your clients then you are destined to succeed.
This is a quick overview of team leadership. It does not go into alot of detail, it is mainly a "What is Team Leadership All About Anyway" type of presentation.
Seminar conducted at Manuel L. Quezon High School, Manila Philippines September 1, 2007. Presentation showing qualities of leaders and leadership styles.
To begin, this SS discusses the seven steps of a successful process for entrepreneurial innovation and six skills sets and many characteristics of the successful entrepreneur using light bulbs as examples and an ongoing theme. Next, it differentiates between interdisciplinary cooperation and transdisciplinary collaboration. Then, it addresses disruptive and co-creative innovation as crowdsourced from a global network employing online collaboration tools in virtual makerspaces. Finally, in an effort to return universities to their rightful roles as innovation hubs, it suggests how to embed innovation in the undergraduate curriculum.
Definitions of Conflict Resolution, Negotiation and Mediation. A detailed examination of all six steps of conflict resolution with an introduction to forgiveness.
Emerging Technologies for Higher EducationSimon Priest
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These are my annual predictions (since 2005) for the top ten emerging technologies that will impact Higher Education in the near future. Note these are technologies in research and development or early diffusion; they are not already emerged technologies like MOOCs or online / e-learning
Identifies and details the differences between the four principle styles of teaching (the Presenter, the Facilitator, the Conductor, and the Mentor) as per the model of a Staircase for Education. Further breakdown investigates how these pedagogies differ by taxonomy, tagline, pedagogy, online, classroom, blended, setting, thinking, approach, faculty role, teaching techniques, emphasis, questions, assessment, curriculum, process, preparation, planning, research, group size, and learner: maturity, incentive, competence, consumption or production.
Discusses 8 factors that contribute to the quality of e-learning and how to measure each: PLATFORM = selection/adoption criteria, SUPPORT = technological infrastructure, DESIGN = Standards from the QM Higher Education Rubric, DELIVERY = process (formative) and outcome (summative) evaluation, CONTENT = panel of expert stakeholders, FORMAT = sophistication scale, STUDENT = self-review, and FACULTY = peer-review
This presentation defines competencies and competency-based curricula (CBC), describes the benefits of CBC, and details seven steps to developing CBC. Meant for educators and managers, it covers: identifying and defining competencies, establishing rubrics for performance, outlining and practicing learning methods, assessing performance, and evaluating, refining, and repeating the process.
Compares transformation with change, examines energy necessary for change, presents fortifying techniques for addressing resistance to change, discusses 14 steps to successful transformation in great detail
My designs for a different kind of university looks at mission, vision, future students, customer service, emerging technologies, emerging pedagogies, dynamic curriculum, transdisciplinary inquiry, academic levels, administration, infrastructure, collaboration, resistance to change and costs.
A slide set giving a basic introduction to business coaching. The fundamental principles of the GROW model are used. This is a model developed by John Whitmore. It has often been built upon and changed but has not been surpassed. That is because the model works!!
This slide set is available as a series of Lightbulb Moments cards. These have been well received as a valuable resource in education, training and coaching.
Lightbulb Moments are free to download from the Ei4Change website. http://goo.gl/qNc5qR
Slides to accompany Alison Olzendam's presentation at the 2008 OSPI conference:
Covered during presentation
* Learn how adult human development intersects with improving teaching and learning
* Review the research behind these key strategies for translating knowledge into action
* Learn the Five Essential Components to facilitating adult learning
* Explore strategies for creating sustainable practices
Feedback mechanism, Types of Feedback, Positive Feedback, Developmental Feedback, Self Reflection and Self Preparation, Models of Giving Feedback, Effective Feedback, Sandwich Model, Boost Model, Aid Model, Process for Giving Feedback, How to Give Feedback
A compilation of ice breakers, team builders, and general development activities. Each activity is broken down by level (beginner, intermediate, advanced) as well as time frame, group size, and activity level.
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VAT Registration Outlined In UAE: Benefits and Requirementsuae taxgpt
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Vat Registration is a legal obligation for businesses meeting the threshold requirement, helping companies avoid fines and ramifications. Contact now!
https://viralsocialtrends.com/vat-registration-outlined-in-uae/
Cracking the Workplace Discipline Code Main.pptxWorkforce Group
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Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
In this deck, you will learn the significance of workplace discipline for organisational success. You’ll also learn
• Four (4) workplace discipline methods you should consider
• The best and most practical approach to implementing workplace discipline.
• Three (3) key tips to maintain a disciplined workplace.
Putting the SPARK into Virtual Training.pptxCynthia Clay
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This 60-minute webinar, sponsored by Adobe, was delivered for the Training Mag Network. It explored the five elements of SPARK: Storytelling, Purpose, Action, Relationships, and Kudos. Knowing how to tell a well-structured story is key to building long-term memory. Stating a clear purpose that doesn't take away from the discovery learning process is critical. Ensuring that people move from theory to practical application is imperative. Creating strong social learning is the key to commitment and engagement. Validating and affirming participants' comments is the way to create a positive learning environment.
3.0 Project 2_ Developing My Brand Identity Kit.pptxtanyjahb
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A personal brand exploration presentation summarizes an individual's unique qualities and goals, covering strengths, values, passions, and target audience. It helps individuals understand what makes them stand out, their desired image, and how they aim to achieve it.
RMD24 | Retail media: hoe zet je dit in als je geen AH of Unilever bent? Heid...BBPMedia1
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Grote partijen zijn al een tijdje onderweg met retail media. Ondertussen worden in dit domein ook de kansen zichtbaar voor andere spelers in de markt. Maar met die kansen ontstaan ook vragen: Zelf retail media worden of erop adverteren? In welke fase van de funnel past het en hoe integreer je het in een mediaplan? Wat is nu precies het verschil met marketplaces en Programmatic ads? In dit half uur beslechten we de dilemma's en krijg je antwoorden op wanneer het voor jou tijd is om de volgende stap te zetten.
At Techbox Square, in Singapore, we're not just creative web designers and developers, we're the driving force behind your brand identity. Contact us today.
Implicitly or explicitly all competing businesses employ a strategy to select a mix
of marketing resources. Formulating such competitive strategies fundamentally
involves recognizing relationships between elements of the marketing mix (e.g.,
price and product quality), as well as assessing competitive and market conditions
(i.e., industry structure in the language of economics).
Improving profitability for small businessBen Wann
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In this comprehensive presentation, we will explore strategies and practical tips for enhancing profitability in small businesses. Tailored to meet the unique challenges faced by small enterprises, this session covers various aspects that directly impact the bottom line. Attendees will learn how to optimize operational efficiency, manage expenses, and increase revenue through innovative marketing and customer engagement techniques.
[Note: This is a partial preview. To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
Leading companies such as Nike, Toyota, and Siemens are prioritizing sustainable innovation in their business models, setting an example for others to follow. In this Sustainability training presentation, you will learn key concepts, principles, and practices of sustainability applicable across industries. This training aims to create awareness and educate employees, senior executives, consultants, and other key stakeholders, including investors, policymakers, and supply chain partners, on the importance and implementation of sustainability.
LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
2. Explore the sustainability implementation model, focusing on effective measures and reporting strategies to track and communicate sustainability efforts.
3. Identify and define best practices and critical success factors essential for achieving sustainability goals within organizations.
CONTENTS
1. Introduction and Key Concepts of Sustainability
2. Principles and Practices of Sustainability
3. Measures and Reporting in Sustainability
4. Sustainability Implementation & Best Practices
To download the complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
2. Gone are the days when a leader was expected to be a team’s
superhero, to always have the
right answers and to manage
in a highly directive manner
Today’s leadership is
shared by a team &
is FACILITATIVE
Facilitative Leaders ask
great questions
?
3. FACILITATIVE Leadership is shared so that everyone on the
team contributes. The Facilitative Leader does not have to:
know the right answer, make any decisions, or solve all the
problems. The Facilitative Leader need only enable the team
to achieve these outcomes by sustaining their processes
LEADERSHIP:
a process of social influence
expressed through a “style”
FACILITATIVE:
to make easier; anything done before,
during or after a learning experience,
to enhance, accelerate, and/or ease the
process of learning leading to change
4. LEADERSHIP STYLE is defined by who (leader or
team) controls the decision making power:
AUTOCRATIC (leader holds power)
DEMOCRATIC (power is shared)
ABDICRATIC (power given to team)
Choice of style depends on a leader's concern for:
TASK (getting the job done)
RELATIONSHIPS (healthy team interactions)
CONDITIONAL FAVORABILITY (degree to which circumstances are good)
Conditional Favorability is composed of five factors:
GROUP UNITY (cohesion of members – storming / performing)
TEAM COMPETENCE (skill of members – novice / expert)
LEADER EXPERIENCE (database for judgment – rookie / veteran).
DECISION CONSEQUENCES (results of a wrong choice – minor / major)
ENVIRONMENTAL RISKS (potential for loss due to dangers – severe / mild)
These five factors can have individual and/or
combined values of low, medium, and high
As these values shift, the influence of Conditional
Favorability can bend leadership style expression
Style bends from its normal distribution in the middle
to its extremes patterns at either end of this graph
STYLE
5. Facilitative leadership can take place in
one or more TEAMS / functional groups
A team is a group of 2+ people who
shared a common task and maintain
healthy relationships in support of all
efforts toward accomplishing that task,
with or without a designated LEADER
A leader is the person responsible for
and/or to that same team; Therefore, the
leader is facilitating team PROCESSES in
order to generate better OUTCOMES: In
other words, attending to relationships
as well as the tasks completed by a team
A Facilitative Leader makes relationships
and tasks go more steadily and smoothly
than these would be without a leader
In this workshop, you will learn six
facilitation techniques that can be used
with the Experiential Learning Cycle
TEAMS
6. ACTION
CONTINUATION
REFLECTION
INTEGRATION
All learning is experience-
based in a type of ACTION
It becomes experiential
when three elements
are added…
REFLECTION: highlights
lessons learned,
identifies new and
clarifies old concepts
INTEGRATION:
transfers this learning
to daily life through
use of metaphors
CONTINUATION:
maintains and sustains
change in the face of
erosive forces
FACILITATIVE LEADERSHIP
enhances, accelerates, and eases this four element experiential learning cycle
EXPERIENTIAL LEARNING
7. I want to
CHANGE
the way
people…
FEEL THINK BEHAVE
RESIST
CHANGE
I will emphasize
this part of the
Experiential
Learning Cycle
Action &
Activities
Reflection &
Discussion
Integration &
Metaphors
Continuation
& Support
and use these
Facilitation
Techniques
Not
Needed
BASIC:
Fundamentals
& Funneling
INTERMEDIATE:
Frontloading &
Freezing
ADVANCED:
Focusing &
Fortifying
8. 6
Techniques
BASIC
Funneling
FundamentalsBASIC: after the
experience =
Fundamentals
(conversations)
& Funneling
(debriefing)
1
2
ADVANCED
Focusing
Fortifying
ADVANCED: any
time, all the time =
Focusing (problem
vs. solution) &
Fortifying (dealing
with resistance to
change - stepwise)
5 6
INTERMEDIATE
Frontloading
Freezing
INTERMEDIATE: before and during
the experience = Frontloading (pre-
briefing) & Freezing (time-out)
3
4
9. Refer to your textbooks as needed throughout the workshop
10. FISHBOWL PRACTICE ROLES
PARTICIPATING CLIENT
We will invite some of you to participate in exercises and to be
observed, listened to & questioned by others in facilitator roles
PRACTICE FACILITATOR
We will invite some of you to participate in exercises in the role
of facilitator, where you observe, listen to & question others
You may receive feedback from your peers & coaching from us
FEEDBACK (ACTIVE OBSERVER)
We will invite the rest of you to provide feedback to those who
take the risk of practice facilitating with these techniques
Feedback should be: about something that can be changed,
descriptive, specific, well-intended & non-judgmental
US (PRESENTERS)
We will instruct, coach, demonstrate and
model the six techniques (plus more)
11. FUNDAMENTALS
Know why you are doing this and what your clients’ need
Suit facilitation to fit the purpose and collective clients’ needs
Stay neutral in order to be mobile (know your own values)
Be ethical (competence, integrity, responsibility, respect, concern, recognition, objectivity)
Discuss processes (not outcomes)
Ask open-ended questions (avoid statements)
Gestalt WHAT? SO WHAT? NOW WHAT?
Form circles (warm, inviting, good hearing, eye contact, observe body language, etc.)
Single speakers (right to pass, confidentiality, positive, etc.)
DO (enough time, balance doing & talking, recency, proximity, distraction free, etc.)
Don’t (answer for clients, worry about right answers, compare to others, judge, false feedback,
assume you know best, focus on the negatives too early, etc.)
Everything takes place within groups and/or teams
12. Exercise 1
Participating Client (n=?): should be comfortable with
their fundamentals and volunteer to engage in this next
activity, once it has been explained to your satisfaction
Practice Facilitator: please observe and listen to clients,
as they participate in this activity, and write down
questions about what you see and hear during the action
Participating Client: please be prepared to sit in a circle
and answer some of the questions that are posed to you
Practice Facilitator: volunteer to sit in the “hot seat” and
ask your single best question, then observe and listen
Observer: observe and listen to the facilitator and to the
clients answering the question, then provide feedback
13. FUNNELING 1. REPLAY: can you recall the order of
events for that last experience? -OR-
can you review the elements needed for
__(name the learning outcome here)__?
2. REMEMBER: do you remember a
critical incident (or example) regarding
this element (or event)?
3. AFFECT/EFFECT: what was the
impact of that incident (or example) on
the task (or you, your group, etc.)?
4. SUMMATION: what did you learn
from this impact?
5. APPLICATION: how does this
learning relate to changes in your life
(or work, school, family, etc.)?
6. COMMITMENT: what will you do
differently to ensure this change in
your daily life (or next experience)?
Ask these 6 questions
in sequence after the
learning experience
14. Exercise 2
Participating Client (n=?): should be comfortable with
their funneling and volunteer to engage in this next
activity, once it has been explained to your satisfaction
Practice Facilitator: please observe and listen to the
clients, as they participate in this activity, then write
down a sequence of funnel questions to be asked later
Participating Client: please be prepared to sit in a circle
and answer some of the questions that are posed to you
Practice Facilitator: volunteer to sit in the “hot seat” and
ask your funnel sequence, then observe and listen
Observer: observe and listen to the facilitator and to the
clients answering the question, then provide feedback
15. FRONTLOADING
1.REVISITING: what did we say we were going to
do differently in this upcoming experience?
2.MOTIVATION: how might learning in this next
experience be useful in your life (work/school)?
3.OBJECTIVES: what learning do you think this
experience is designed to teach us?
4.FUNCTION: what positive actions will we need
to succeed and how can we do more of these?
5.DYSFUNCTION: what negative actions might
bring failure and how do we avoid these?
6.PREDICTION: what do you think is going to
happen next (or during this experience)?
Use sparingly, 10% of the time, with clients’ best interests
in mind and not as a power play to control the group
16. Exercise 3
Participating Client (n=?): NONE
Practice Facilitator: please write down
your own examples of the six
frontloading questions
Then take turns rolling the dice and
share your frontloading question that
corresponds to the resulting number
you rolled
Observer: watch the facilitator and
listen to the question, then provide
feedback
17. FREEZING When clients appear to be
“stuck in a rut” & unable
to extricate themselves
CALL A “TIME-OUT” TO
FREEZE THE ACTION
ASK A SINGLE
PROVOCATIVE
QUESTION and…
Then move on!
by continuing action
18. Exercise 4
Participating Client (n=?): Role play being stuck in a rut
while working on a particular problem; We can give you
one or you can go with a powerful example from memory
Practice Facilitator: Call a time-out and ask the single
question that gets this group back on track
Observer: listen to the exchange and provide feedback
19. FOCUSING
PROBLEM Focus
Centers on reducing problems
Looks at what clients are doing
wrong & incorrectly
Emphasizes what they don’t want
Highlights what must be done better
Seeks to eliminate weaknesses
Interested in WHY the problem occurs
(what causes & sustains it)
SOLUTION Focus
Centers on enhancing solutions
Looks at what clients are doing
right & correctly
Emphasizes what they do want
Highlights what is being done well
Seeks to accentuate strengths
Interested in WHEN the problem
doesn’t happen (what exceptions)
20. Exercise 5
Practice Facilitator: please review your written list of
questions so far and identify or mark these as either
Problem-Focused (P) or Solution-Focused (S) questions
Convert P to S using these guidelines:
• Not just putting a positive spin on negatives
• Consult clients as experts in their own lives
• Vary tense for past, present, and future
• Be curious and inquisitive
• Build on what works or find exceptions
When ready, share one conversion with everyone
Observer: listen to conversion and provide feedback
21. FORTIFYING
To deal with difficulties of client resistance
To change, use progressively (stepwise) and
sparingly (1% of the time) with clients’ best
interests in mind, not as control power play
22. Exercise 6
Form groups of 3-4 people who work with similar clientele
Designate 1 client, 1 facilitator and 1 or 2 observer(s)
Agree on resistance behavior that is familiar to the group
Participating Client (n=?): be reasonably resistant (role
play above behavior); be seriously realistic, not extreme
Practice Facilitator: reduce this resistance by employing
stepwise fortification techniques (begin with clarification,
progress through negotiation & end with confusion)
Observer: provide feedback on fortification performance