Facilitation Cheat Sheet
Prepared / Compiled by Salome Sim / TU
Embedded Files
“I’m not telling you it’s going to be easy, I’m telling you it’s going to be worth it.”
“I’m not telling you it’s going to be easy, I’m telling you it’s going to be worth it.”
Anonymous
Anonymous
Overview: 3 Stages of Facilitation
Overview: 3 Stages of Facilitation
(designing the experience, delivering the experience and debriefing the experience)
(designing the experience, delivering the experience and debriefing the experience)
A. Designing the Experience
A. Designing the Experience
(i) Understanding the Target Audience
(i) Understanding the Target Audience
Various models and theories that explain human motivation and needs.
(ii) Types of Approach
(ii) Types of Approach
Designing the facilitation approach, actions and outcome
c. Crafting the …
c. Crafting the …
Objective (Value/Skill): Identify broad concept --> isolate specific components (e.g. communication
Conduct: Choose desired patterns of behaviour, Identify attention demanders, Work through debrief questions backwards
Framing: research + statistics, story + analogy, power quote, reading, media, personal sharing, concepts
Pointers when framing:
ask what’s in it for learner?
as trust increase ↑ , frame can decrease ↓
be sincere and honest
should be presented positively
be inclusive of everyone
d. Sequence of facilitated learning experience
d. Sequence of facilitated learning experience
e. Hammerman & Priest Inquiry-Discovery model
e. Hammerman & Priest Inquiry-Discovery model
B. Delivering the Experience
B. Delivering the Experience
(i) Engaging the Audience
(i) Engaging the Audience
A. Mehrabian's Rule
A. Mehrabian's Rule
Albert Mehrabian's study suggested that bulk of a person's communication is through body language and tone rather then the words .
B. Creating the Ideal Space: (Ambience)
B. Creating the Ideal Space: (Ambience)
Comfort, ease of movement , temperature of surrounding
Accessibility of food/water/toilet,
Interaction: establish rules
Distractions: visual, audio
C. Edan's SOLER approach
C. Edan's SOLER approach
Gerard Egan's SOLER's suggested posturing oneself based on the above 5 factors for positive body language and effective communication.
D. State change at the crest!
D. State change at the crest!
To continually engage audience before attention wanes
(ii) Effective Communication
(ii) Effective Communication
a. Word choice:
a. Word choice:
Allow for peer to peer acknowledgement
Use + ve instead of ve (e.g. “remember to” instead of “do not")
Reduce: Noise and Interferences
Use Non-verbal cues: signals, gestures, facial expressions, voice characteristics, touch
b. Minimising Miscommunication
b. Minimising Miscommunication
Be specific
Be supportive
Say 1 thing at a time
Repeat for emphasis
Make sure your msg does not have a hidden agenda
Ensure consistency btw verbal & non verbal messages
Distinguish fact from opinion
Communicate your needs & feelings clearly
Ensure msg is appropriate to receiver’s comprehension ability
Look for feedback that your msg has been interpreted correctly
c. 4 Step Sequence for giving instructions
c. 4 Step Sequence for giving instructions
d. Types of Noise Inference during Communication
d. Types of Noise Inference during Communication
(iii) Coaching / Managing
(iii) Coaching / Managing
Demonstrate with no explanation
Explain skills
Demostrate again with breakdown
Imitate / practice
Correct action
Test
Summarise skill
Introduction
Demonstration
Explanation
Activity - repeat demonstrations and explanations within varied coaching exercises.
Summary
Elicit: Ask about positive changes.
Amplify: Ask for details about positive changes.
Reinforce: Make sure the person notices and values positive changes.
Start Again: Go back to the beginning and ask further about changes.
Define the problem
Establish the criteria
Consider all the alternatives,
Identify the best alternative
Develop and implement a plan of action
Evaluate and monitor the solution and feedback when necessary.
f. Giving Appropriate feedback
f. Giving Appropriate feedback
Descriptive over evaluative
Directed toward change
Solicited over imposed
Followed up w receiver
Specific over general
Well intended
Well timed
Get others to share
g. Observing Participants
g. Observing Participants
Scientific: gather measurable data
Anthropological: analyze interactions/norms
Psychological: look at behavior of individuals
C. Debriefing Experience
C. Debriefing Experience
(i) Models for Debriefing
(i) Models for Debriefing
Facts: An objective account of what happened
Feelings: The emotional reactions to the situation
Findings: The concrete learning that you can take away from the situation
Future: Structuring your learning such that you can use it in the future
(ii) Questioning
(ii) Questioning
Divergent (Open Ended) Questions
Brainstorming
Extended effort
Attribute listing
Forced r/s
Deferred prejudice
Converging (Closed Ended) Questions
Gathering
Weeding out
Organizing
Weighting
Choosing
Fact finding
Feeling finding
Best/worst case
Third party perspective
What if/Imagine
Think pair share
Breakout groups
Gallery walk
JIgsaw
Ask questions ->
Clarify with expectations & examples ->
Repeat questions
(iii) Responding
(iii) Responding
b. Strategies for Responding (from Open to Outcome)
b. Strategies for Responding (from Open to Outcome)
Yes ...... / And .....
Go Big
Total Support
Balance Inquiry & Advocacy
Gate-keeping (involve everyone)
Boomerang: direct question back to grp to consider
Reframing: zoom out if grp gets too fixated on small issues / zoom in if grp gets too vague
Dichotomies: intro contrasts to force people to choose & explore why they chose that
“I don’t knw”: What if u did knw? / Make a guess?
Negative comments: accept it & move on / agree with it / address it / defer it
c. Handling Silence
c. Handling Silence
1. Wait for them to think
2. Repeat the question
3. Rephrase question to increase accessibility
4. Choose someone specific to answer
5. Assume that it was a bad question and change direction
6. Talk about the silence
“Outside your comfort zone is the only place worth living.”
“Outside your comfort zone is the only place worth living.”
Karina Bliss
Karina Bliss
References:
References:
Deci and Ryan’s Self-determination Theory - https://positivepsychology.com/wp-content/uploads/self-determination-theory.png
Csikszentmihalyi’s Flow Theory - https://en.wikipedia.org/wiki/File:Challenge_vs_skill.svg
Senninger’s Learning Zone Model - https://www.researchgate.net/figure/Learning-Zone-Model_fig2_289320915
Dunn and Dunn Learning Styles Model - http://www.learningstylesforkids.com/dunnanddunn.html
Maslow’s Hierarchy of Needs - https://sites.psu.edu/rclerin/2015/04/10/hierarchy-of-needs/
Gibbons & Hopkins’ Scale of Experientiality - http://www.hecm.in/educational-technology/lesson-10/
Mosston’s Spectrum of Teaching Styles - https://www.subzerocoaching.com/wp-content/uploads/2018/12/Teaching-Styles-Spectrum-1-480x237.jpg
Kolb’s Experiential Learning Cycle - https://www.simplypsychology.org/learning-kolb.html
Bloom’s Taxonomy - https://tophat.com/blog/blooms-taxonomy-ultimate-guide/
Guilford’s Divergent and Convergent Thinking - https://medium.com/@alexandra.tait/convergent-vs-divergent-thought-coding-45efbbeb6a11
Gable’s Active Constructive Responding - https://blog.goodchildhood.org.au/2018/03/21/active-constructive-responding-classroom/
Priest, S. and Gass, M. (2005). Effective leadership in adventure programming. Human Kinetics Publishing. 2nd edition.
Jacobson, M. and Ruddy, M. (2015). Open to Outcome: A Practical Guide for Facilitating & Teaching Experiential Reflection. 2nd Edition.
Allen, R. (2008). Green Light Classrooms: Teaching Techniques That Accelerate Learning. 1st Edition.
Ng, C. S. (2016). What's Your Question?: Inspiring Possibilities Through The Power of Questions.
Sport Singapore. (2019). SG-Coach Level 1 Theory [Class Handout]. Singapore.
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