Fascinating Facilitators Slides

1. THE FASCINATING FACILITATOR

2. EDUCATION IS TO LEAD FORTH
OR BRING OUT SOMETHING
WHICH IS POTENTIALLY
PRESENT
Erich Fromm
FACILITATOR’S ETOS

3. CHILDREN LEARN BEST WHEN
…

4. WHAT IS THE DIFFERENCE
BETWEEN TRAINING AND
FACILITATION?
Have you say! In less than 140 words
IN YOUR OPINION,

5. Ridtz Yusoff
I CHAMPION CUTTING-EDGE INITIATIVES
Q
E
PROFESSIONAL QUALIFICATIONS
TRAINING EXPERIENCE
B.SocSci. (Hons) in Political Science (NUS)
ACTA Certified Facilitator
DISC Facilitator
Cathryn Berger Kaye Advanced Service Learning
Facilitator
Brain-Based Executive Coach (NLI)
NIE “The Meranti Project”
NIE “Strategic Planning Retreat”
HPB “Managing Change and Transition”
The Fascinating Facilitator Teachers Training
NTUC PME Week Keynote Speaker
WDA Lifelong Learning Exploration Centre
Career Experience Lead Facilitator
“I believe that the magic
of believing in others is
to believe there is magic
in others and we can
always find fascinating
greatness if we make a
conscious choice to look
hard enough and
acquaint those that cross
our paths to their trust
best selves. “
ridhwan@akltg.comRidhwan Yusoff
LEAD TRAINER, AKLTG
MANAGER, RESEARCH AND DEVELOPMENT

6. 10%
90%
Actions +
Behaviour
Thinking + Feeling

7. ILL-BEING
WELL-BEING
INTERVENTION
PREVENTION

8. HOW TO FASCINATE®
ANTIDOTE TO THE THREATS - FASCINATION
Use the science of fascination to discover your distinct value.
How To Fascinate names the 7 languages in which you communicate, influence and fascinate.
You communicate using all 7, but there are 2 in which you communicate at your best.
Your Fascination Advantages are your antidote to distraction.
Your Fascination Anthem is your antidote to competition and commoditization.

9. “Fascination is an
intense focus.
When you
fascinate your
constituents,
they’re more
likely to connect
with you and
remember you.”
FAS.CI.NATION

10. THE GOAL IS NOT
TO “FIX”
YOURSELF, BUT TO
DO MORE OF
WHAT YOU’RE
ALREADY DOING
RIGHT.
Sally Hogshead

12. Wen Juan,
Wendy
Kevin
Ai Lin
WW
Ling Ling
Wilson Ong
Desmond
Shirley
Ting Lim
Jia Lin
Kah En
Kelvin Ang
Belle Ng
Hui Hui
Nicole
Daryl Tan
Han Wen
Iris
Zulaiha
Suzannah

13. INNOVATION
THE 7 LANGUAGES OF FASCINATION
PASSION
POWER
PRESTIGE
TRUST
MYSTIQUE
ALERT
is the language of creativity
is the language of relationship
is the language of confidence
is the language of excellence
is the language of stability
is the language of listening
is the language of details
CREATED BY SALLY HOGSHEAD | DISCOVER MORE AT HOWTOFASCINATE.COM | EMAIL: HELLO@HOWTOFASCINATE.COM © 2014 How To Fascinate and Sally Hogshead. All rights reserved.

14. HOW TO FASCINATE®
GOOD TO GREAT
PRIMARY ADVANTAGE
§ Your most effective mode of
communication.
§ This is how you naturally connect
with people.
§ You’re more authentic and
confident.
§ Helps you make a positive
impression.
SECONDARY ADVANTAGE
§ Second highest mode of
communication.
§ Does not cost you a lot of effort or
energy.
§ It’s the language you already know
how to speak.
YOUR FASCINATION ADVANTAGETM is the way in
which your personality is most likely to add distinct value.
DORMANT

15. HOW TO FASCINATE®
INNOVATION Speaking the
language of
creativity
Seekers of adventure and experiments
Do something against the grain
New thinking and unexpected solutions
Passion for doing and being different
Can’t stand routine, penchant for the novel
Get energy from creative brainstorming
Keep jumping ahead and make unusual associations

16. HOW TO FASCINATE®
PASSION
Speaking the
language of
connectionsForge relationships and networks
Approachable and Gregarious
Animated Facial Expressions and Body Language
Like an Open Book
Attuned to others’ feelings intuitively
Go with their gut
Cheerleaders who keep everyone involved

17. HOW TO FASCINATE®
POWERSpeaking the language of confidence
Bigger Goals and Stronger Opinions
Direct Approach
Learning In, Hands-On to show the Way
Decisive and Self-Assured
Not afraid to speak their mind
Bias toward Action, Keep Moving Forward

18. HOW TO FASCINATE®
PRESTIGE Speaking the language of
excellence
Driven by standards, they do whatever it takes to get better
Assertiveness, Expertise and High Quality
Meticulously rehearse their plan to perfection
Avoid failure by focusing on their strengths
Focused on achieving results and to achieve stretch goals
Dont bend easily, work towards agenda with conviction

19. HOW TO FASCINATE®
TRUSTSpeaking the language of of stability
Consistency defines their reputation
Do things within their comfort zone and familiarity
Stable, Steady and focused, they get things done
Follows proven method
Fairness and justice
Loyal team players
Patient and Reliable

20. HOW TO FASCINATE®
MYSTIQUE
Speaking the language of
listening
Solo workers behind the scenes who are good at managing their own work
Think things through
Undercommunicate and Communicate with substance
Decode strategies and action plans only after careful reflection
Poker-faced, hard to decipher what they think or feel
Cool under pressure, unfazed by what’s around them
Independent and neutral thinker

21. HOW TO FASCINATE®
ALERT
Speaking the language of
details
Watchful, Aware and Meticulous
Risk-averse and rarely makes mistakes
On-the-ball, Never lose track of details or deadlines
Practical and Pragmatic, step by step approach
Always in control and knows what to do next
Follow strictly according to plan

22. Sally Hogshead is a Catalyst. Her lowest
scores are Alert, Mystique and Trust.
Because of this, Sally employs individuals
with a high amount of Alert, so they can
manage the details that Sally isn’t naturally
suited to deliver. This allows her to focus on
big picture ideas.
Our team’s business development manager
Kara, is also a Catalyst, however she scores
much higher in Alert and enjoys accounting
and number crunching.
Two Catalysts. Two different communication styles.
THERE IS NO “RIGHT” DISTRIBUTION
OF ADVANTAGES

23. COMMUNICATING EFFECTIVELY

24. HOW TO FASCINATE®
GROUP WORK
1.How do we prefer to be approached?
2. Complete the sentence - At our best we
____________________
3. How do we prefer to handle conflicts?
4. What is our preferred facilitation style?

25. THE FASCINATING FACILITATOR
ALERT

26. THE FASCINATING FACILITATOR
POWER

27. THE FASCINATING FACILITATOR
PRESTIGE

28. THE FASCINATING FACILITATOR
TRUST

29. THE FASCINATING FACILITATOR
MYSTIQUE

30. THE FASCINATING FACILITATOR
INNOVATION

31. THE FASCINATING FACILITATOR
PASSION

32. DIFFERENT IS BETTER
THAN BETTER

33. FACILITATION TECHNIQUES

34. Increase Participation Thru
TOOL ACTIVATION
5steps
OF FACILITATION 1
2 encourage response
from learners
3 link response
to Learning Content
4 share teachable moments
Share Teachable Moments that you captured
5 future pace
Let students’ reflect on how this lesson can add value
to a situation in the future

35. QUESTIONING
CLOSED
TECHNIQUES
Q
#FACIHACK4
Do not encourage participation as they can be answered in a few words.
However are useful for clarifying a point or direct a discussion . Eg. Have you
learnt something today?
PROBING
Opens up thinking and invites a variety of answered. It will elicit a more
detailed and meaningful response from learners. Eg. Can you tell me more
about what you have observed?
OPENER
Can be used as discussion openers, to ask groups to summarise or to
test for consensus. Eg. How does this sound to you?
HYPOTHETHICAL
Encourages learners to think from different perspective or contexts
of issues.Eg. How would you feel if you were in his shoes?
reversal
Paraphrasing questions from the learners to clarify that earners
and facilitator on the same page.Eg. I would like to check if
you meant…..

36. ACTIVE
LISTENING
A
#FACIHACK1
WORDS TONALITY
BODY
LANGUAGE

37. Round 1

38. WHAT IS
MY PERSONAL
BEST
EXPERIENCE IN
MY LIFE?

39. Round 2

40. “WHAT IS THE
GREATEST
STRUGGLE I
HAVE WHEN I AM
STUDYING?”

41. LISTENING FOR POTENTIAL
➤ Smile
➤ Open Posture
➤ Forward Lean
➤ Take time to Clarify
➤ Eye Contact
➤ Nod

42. LISTENING FOR POTENTIAL
➤ words
➤ facial expression
➤ tonality
➤ energy
➤ listen to what they never say

43. LISTEN
DEEPLY
ASK QUESTIONS
VALIDATE
RESPONSES
GIVE
PRESENCE

44. S
c a
r
ftatus
certainty
autonomy
relatedness
fairness

45. scarf
use
in these scenarios

46. STATUS
What is your relative
standing as
compared to the rest
of your group?
How can I
communicate with
others so that I can
uplift their standing
and ensure they feel
they are significant
RELATIVE
IMPORTANCE IN
RELATION TO
OTHERS

48. CERTAINTY
The brain is always
wired to predict the
future and to give
predictability to what
is going to happen
How much certainty
can I give to those I
am connecting with?
BEING ABLE TO
PREDICT/PRE-
EMPT WHAT
IS TO COME

49. AAUTONOMY
How can I give a
sense of choice to
others so that they
have autonomy over
what’s happening?
HAVING A SENSE
OF CONTROL
OVER WHAT’S
HAPPENING

50. RRELATABILITY
The sense of
belonging to a group
would increase the
level of trust
How can I relate best
to others so that they
perceive me more
like a friend rather
than a foe?
FEELING OF
SECURITY IN
RELATION TO
OTHERS

52. FFAIRNESS
Unfair exchanges will
strongly give rise to
defence mechanisms
and the perception of
threat
How can i give others
due fairness and
proportion when
relating to them?
TRANSPARENCY
AND CLEAR
EXPECTATIONS

54. Talking to a leader who is stuck on
top of the high elements and afraid
to move.
A
SCENARIO

55. Sharing with a student a teachable
moment after a heated argument
with their buddy who blamed him/
her for letting the team down.
B
SCENARIO

56. As a pair, come out with a QUESTION
BANK of QUESTIONS that can be
used for debriefing.
C
SCENARIO

57. CONSTRUCTIVE FEEDBACKS
S elf
D irected
F eed
F orward
➤ humans are most critical to
ourselves
➤ tend to focus on the negative
rather than the positive
➤ get THEM list 3 things he/she
has done well
➤ what they could have done
better?

58. debrief
DEBRIEF SESSIONS
A debriefing session usually happens after an activity is completed. It is
a process, and during the activity students may be engross in the
results (content). It is difficult for them to participate, observe and
reflect. This is where debriefing is relevant to help students
MAKE SENSE
OF ACTIVITY
LEARN FROM
EXPERIENCE
TRANSFER
LEARNING
*debrief should take place as soon as possible after activity
3 steps
1 2 3
what? so what? now what?
What did you see,
hear, do during the
last exercise? How
did you react? What
surprised you?technique
What did you learn
from this? How did
you feel about it?
How can I apply this?
What would be the
consequences of it?
D
#FACIHACK3

59. c
s
s TOP
TART
ONTINUE