Facilitative Skills for Adaptive Leaders
Agenda
• Introduction
• Characteristics of Effective Facilitation
• Components of Effective Facilitation
– Active Listening
– Listening Blocks
– Asking Good Questions
• Managing Tension
OBJECTIVES
After completing this training segment, participants
will be able to:
 describe the leader’s responsibility for utilizing
facilitative skills within responsibilities of adaptive
leadership
 determine the importance of utilizing facilitative
skills.
 identify strategies for facilitating communication.
 determine strategies for managing tension and
regulating distress
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Characteristics of Effective
Facilitation in Adaptive
Leadership
Qualities of Effective Facilitation
• environment allows participants to get to know
and feel comfortable with each other.
• all participants are encouraged to actively
contribute their opinions and ideas - no
domination of a few voices
• participants are supported in developing their own
solutions rather than having solutions fed to them
• discussions are kept on track to achieve the
meeting’s purpose.
• the leader steps back when participants begin to
“own” the process and start facilitating their own
discussions and solutions
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Basics for Effective Facilitation
• A common focus on the content (purpose).
• A common focus on the process (how we will go
about this).
• Someone responsible for maintaining an open and
balanced flow of ideas and suggestions among all
attendees.
• Someone responsible for keeping attendees’
contributions from being prematurely evaluated or
attacked.
source: American Heart Association ‘Get with the Guidelines - tips for
facilitating effective discussion’
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Facilitative Skills in Adaptive
Leadership
Assumes
Knows
Seeks
Relies On
Sockalingam, S. (2012) adapted from Facilitative Leadership Styles
http://www.facilitativeleader.com/frset_fl.htm
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Components of Facilitative
Skills in Adaptive Leadership
Tips for effectively facilitating
discussions
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Understand your audience
Understand group process
Encouraging participation
Managing participation
Helping groups to prioritize
Understanding and moving towards consensus
Resolving differences
Handling distracting behaviors
source: American Heart Association ‘Get with the Guidelines - tips for
facilitating effective discussion’
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
An idealized approach to dialogue and
decision-making
New
Topic

Decision
Point
source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
How communication often works
New
Topic
source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
The Temptation to stay in the
comfort zone
New
Topic
source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Leading through Distress
New
Topic


Decision
Point
source: Kaner, S (2007) Facilitator’s guide to Participatory Decision-Making
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Active Listening
Active Listening Steps
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Face the person
Indicate an open posture
Lean towards the sender
Maintain eye
Relax while attending
Minimize internal and external distractions
Keep an open mind
Engage yourself
Sockalingam, S. (2010) Effective Communication: Adapted from
http://www.taftcollege.edu/lrc/class/assignments/actlisten.html
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Becoming an Active Listener
• Pay Attention
• Show that you are listening
• Provide Feedback
• Defer Judgment
• Respond Appropriately
Sockalingam, S. (2010) Effective Communication adapted from
http://www.mindtools.com/CommSkll/ActiveListening.htm/
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
hy
m
alking?
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
How We Listen
IN AN 8 HOUR WORKDAY:
YOU SPEND ABOUT 4 HOURS LISTENING
YOU HEAR ABOUT 2 HOURS WORTH
YOU ACTUALLY LISTEN TO 1 HOURS WORTH
YOU UNDERSTAND 30 MINUTES OF THAT HOUR
YOU BELIEVE ONLY 15 MINUTES WORTH; AND
YOU REMEMBER JUST UNDER 8 MINUTES WORTH
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Listening Blocks
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Comparing
Mind Reading
Rehearsing
Filtering
Judging
Daydreaming
Advising
Sparring
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Being Right
Derailing
Placating
Denying
Rationalizing
Nitpicking
Identifying
Sockalingam, S. (2010) Effective Communication. Adapted from:
http://EzineArticles.com/356668, and Communicating for Results by People
Developing. Com, ChangeMatrix, LLC, NV
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Asking Good Questions
I have a dilemma…
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
The Power of Questions
• What we ask, how we ask it, the spirit with
which we ask, all invite certain responses and
discourage others.
• The very act of asking questions influences
people. Acts of asking and answering alter
experiences and generate experiences.
• Questions have the power to shape meanings
and restrict or expand possibilities for action.
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Intentional Inquiry
• Is intentional and purposeful
• Is born of genuine curiosity.
• Causes both the inquirer and the
responder to “ponder.”
• Broadens the range and opportunity for
response.
• Creates openings rather than closings.
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Crafting Intentional Questions
• What work do I want this question to do?
• What kinds of responses might this question
invite? Restrain?
• Is this question likely to stimulate fresh thinking?
• Do I have an answer in mind?
• Are my own assumptions imbedded in this
question?
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Types of questions
• Broadening
• Clarifying
• Explaining
• Exploring
• Challenging
• Brainstorming
• Consequential
Source: The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Another dilemma
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One person presents a dilemma to the group
One person records the Questions
Remaining people at the table ask questions
Person with dilemma does not answer
questions
• After a round of questions, person with dilemma
goes through the list of questions and describes
the effect of each question.
Source: adapted from The Collaboration Lab (2011)
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY
Reflection: Are you a Facilitative
Leader in Adaptive Work?
• Complete the questionnaire of 10 signs
• Identify the frequency of each item
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1 = never
2 = sometimes
3 = half the time
4 = more often than not
5 = always
• Total the score
© 2010 NATIONAL TECHNICAL ASSISTANCE CENTER FOR CHILDREN’S MENTAL HEALTH, GEORGETOWN UNIVERSITY