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)
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.
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.
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.
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.
Active listening, Why and How to improve your listening skillsBabu Appat
Listening is too important to build and keep relations, work effectiveness, and success in life. Listening skill can be built up. You have to take some conscientious steps to achieve this end. It's worth taking some real efforts. Please go through these slides and develop active listening skills.
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.
Active listening, Why and How to improve your listening skillsBabu Appat
Listening is too important to build and keep relations, work effectiveness, and success in life. Listening skill can be built up. You have to take some conscientious steps to achieve this end. It's worth taking some real efforts. Please go through these slides and develop active listening skills.
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.
Facilitators help people work together more effectively. Facilitation skills are invaluable in the workplace. In this course, you will learn:
-What is facilitation and when is it needed?
-What is the role of a facilitator?
-Quick tips on preparing and executing facilitated sessions
-Activity: ‘Truthful Communication’
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How can we as individuals support our teams in being more effective at solving problems? I explore this question using Sam Kaner’s book, Facilitator’s Guide to Participatory Decision-Making. The presentation is broken into 3 sections: how group decisions are made, recognizing team dynamics that inhibit good decision-making, and facilitative listening techniques to support team members throughout the decision-making process.
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Pod Save Higher Ed: Resources for PodcastingLaura Pasquini
For higher ed, the podcast medium allows for hosts/producers to extend knowledge to a campus community, academic discipline, and practitioners who want to engage deeply on specific topics, ideas, trends, and/or issues. To plant the podcast production seed, I thought I’d share a few podcast planning/development resources I’ve been curating from a recent workshop I facilitated, called Pod Save Higher Ed. Here is the podcast planning and brainstorm resource to be downloaded (as a PDF file) shared under a Creative Commons license:
Pasquini, L. A. (2018). Pod Save Higher Ed: A Resource Guide To Inspire Storytelling & Podcast Making in Higher Education. figshare. Retrieved from https://doi.org/10.6084/m9.figshare.7228223.v1
More resources at https://techknowtools.com/2018/10/22/pod-save-highered/
UH Innovative Teaching and Learning at a Distance:
Powerful Tools to Create, Demonstrate, and Activate Learning
https://ssl.uh.edu/itld/
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Becoming a Scholar and Author: Publish in the #TACUSPA JournalLaura Pasquini
The academic writing process and ways for Student Affairs scholar-practitioners, professionals, and graduate students to get involved with the TACUSPA Journal: www.studentaffairs.com
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#SMsociety15 Panel: More Than Just a “Follower”: How Is Academia Being Influe...Laura Pasquini
#SMsociety15 Conference, Toronto, Canada - July 29, 2015
This panel will focus on the intersections between social media and academia, in relation to the theme of Social Media’s Impact on Society, but discussion will examine impact through the lens of trust and credibility within online communities. In an era of knowledge abundance, scholars have the capacity to distribute and share ideas and artifacts via digital networks and communities of practice. This fosters extensive cross-disciplinary public ties and rewards connection, collaboration, and curation between individuals rather than roles or institutions. These informal online developments and support networks in higher education is contributing to scholarly publications, professional development, and personal support. That being said, participation within these networks offers both opportunities and challenges with engagement. This panel will discuss their perspectives and encourage audience participants to share their stories, questions, and ideas on this topic.
The #Selfie : Modeling Your Online Persona to Support Student Success
#NACADAmelb Conference 2015, Melbourne, Australia June 26, 2015
#AdvSelfie digital handout: http://bit.ly/advselfie and Slide Deck
Our students are sharing their lives online with friends, family, and peers. Often times they’re willing to share their lives with us too. But many advisors are hesitant to heed the invitation. Developing your own online persona can help to create an open atmosphere for starting conversations, addressing mental health issues, and growing a network of support. So... go ahead, take that selfie. Post it up and put it online... you may be surprised what comes of it!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
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
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Facilitation Foundation
• Facilitation is a way of providing leadership
without “taking the reins”
• As a facilitator, your job is to get others to
assume responsibility and to take the lead.
3. Facilitation Foundation:
• Rather than being a player, a facilitator acts
more like a referee.
• You watch the action, more than participate
in it.
• You control which activities happen.
• You “keep your finger on the pulse” and know
when to move on or wrap things up.
• Most important, you help members define
and reach their goals.
4. FACILITATORS CONTRIBUTE BY…
• Helping the group define its overall goal, as well
as its specific objective(s)
• Helping individuals assess their needs and
create plans to meet them
• Providing processes that help people use their
time efficiently
• Guiding group discussion to keep it on track
• Making accurate notes that reflect the ideas of
members (paraphrase)
• Helping the group to work more effectively
5. • Making sure that people’s assumptions
are surfaced and tested
• Supporting people in assessing their
current skills, as well as building new skills
• Using consensus to help a group make
decisions that take all members’ opinions
into account
6. • Providing feedback to the group, so that they
can assess their progress and make
adjustments
• Managing conflict using a collaborative approach
• Helping the group communicate effectively
7. Facilitators make their contribution by:
• Helping the group access resources from inside and
outside of the group
• Creating an environment in which members enjoy a
positive, growing experience
• Fostering leadership in others by sharing the
leadership role
8. To be a facilitator, you must firmly believe that:
• People are intelligent, capable and want
to do the right thing
• Groups can make better decisions than
any one person can make alone
• “Two heads are better than one”
• Everyone’s opinion is of equal value,
regardless of rank or position
• People are more committed to the ideas
and plans that they have helped to create
9.
10. To be a facilitator, you must firmly believe that:
• Participants can and will act responsibly
and assume accountability for decisions
• Groups can manage their own conflicts,
behaviors and relationships if they are
given the right tools and direction
• The facilitation process, if well designed
and effectively applied, can be trusted
to achieve results
12. A facilitator is…
• One who contributes structure and
process to interactions so groups are
able to function effectively and all
individuals are encouraged to
contribute/participate; and
• A helper and enabler whose goal is to
support others as they develop their full
potential.
13. A process is…
• The structure, framework, methods
and tools used in interactions.
14. An intervention is:
• An action or set
of actions that
aims to improve
the functioning
of a group.
15. A group is:
• A collection of individuals who come together
to share information, coordinate their efforts,
or achieve a task.
16. A team is:
• A group of individuals who are committed
to achieving a common goal, who support
each other, who fully utilize member
resources, and who have closely linked
roles.
18. Stay neutral on content
– Your job is to focus on the process role and
avoid the temptation of offering opinions about
the topic under discussion.
– You should use questions and suggestions to
offer ideas that spring to mind, but never
impose opinions on the group.
19. Listen actively
– Look people in the eye
– Use attentive body language
– Paraphrase what people say
– Summarize key ideas
20. Use eye contact
– While people are speaking
– When paraphrasing what they have just said
– When summarizing their key ideas
– Let people know they can speak next
– Prompt the quiet ones in the crowd to
participate
21. Ask questions
– This is the most important tool you possess
– Questions test assumptions, invite
participation, gather information and probe for
hidden points.
– Effective questioning allows you to delve past
the symptoms and get at the “root cause”.
22. Paraphrase to clarify
– This involves repeating what people say to:
• make sure they know they are being heard
• let others hear their points a second time
• clarify key ideas
– “Are you saying…?”
– “Am I understanding you to mean…?”
23. Synthesize ideas
– Don’t just record individual ideas of
participants.
– Instead, get people to comment and build on
each other’s thoughts to ensure that the ideas
recorded represent collective thinking.
– This builds consensus and commitment.
– “Alice, what would you add to Jeff’s
comments?”
24. Stay on track
– Set time guidelines for each discussion
– Appoint a time keeper inside the group to call
out milestones.
– Point out the digression if discussion has
veered off topic.
– “Park” all off-topic comments and
suggestions on a separate
“Parking Lot” sheet posted
on a nearby wall to be dealt
with later.
25. Give and receive feedback
– Periodically “hold up a mirror” to help the group “see”
it6self so it can make corrections.
• “Only two people are involved in this discussion,
while others are sitting silently. How can we
shift the leadership so everyone will contribute?”
– Ask for and accept feedback about the
facilitation.
• “Are we making progress?”
• “How’s the pace?”
• “What can I do to be more effective?”
26. Test assumptions
– You need to bring the assumptions people are
operating under out into the open and clarify
them, so that they are clearly understood by
everyone.
– These assumptions may even need to be
challenged before a group can explore new
ground.
• “John, on what basis are you making the
comment that Sarah’s idea is too narrow
to be considered an option?”
27. Collect ideas
– Keep track of both emerging ideas and final
decisions.
– Make clear and accurate summaries on a
flipchart, writing board, or electric board so
everyone can see the notes.
– Notes should be brief and concise.
– They must always reflect what the
participants said, rather than your
interpretation of what they said.
28. Summarize clearly
– A great facilitator listens attentively to
everything that is said, and then offers concise
and timely summaries.
– Summarize when you want to revive a
discussion that has ground to a halt
or to end a discussion when things
seem to be wrapping up.
29. Redirect
– It is your responsibility to let the group
members know when they are “off track”.
– They can then decide to pursue the sidetrack,
or stop their current discussion and get back
to the agenda.
• “We are now discussing something
that is not on the agenda. What does
the group want to do?”
30. Hold questions/ideas
– At every session, tape a flip chart sheet to a
wall to record all side track items.
– Later, these items can be reviewed for
inclusion in a future agenda.
– “Parking lot” sheets let you capture ideas that
may be important later, while still staying on
track.
31. Offer room for errors
– Most people are nervous enough about writing
on flip charts/boards without having to worry
that they are spelling every word right.
– You will relax everyone by drawing a “spell-
check button” at the top right corner of every
flip sheet.
– Tell participants they can spell “creatively”,
since pressing the spell-check button
automatically eliminates all errors.
Editor's Notes
LTEC 4440/ATTD 5440 Module 1 – Understanding Facilitation
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
Refers to the climate or spirit established, as well as the style of the facilitator
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
People mainly pursue their own individual goals and work independently
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.
ReferenceBens, I. (2012). Facilitating With Ease!, 3rd Edition. San Francisco, CA: Jossey-Bass, Inc.