Facilitation Tips
Encourage trust and respect among participants (modeling: trust and respect participants). Be
aware that everyone is a member in the course and has the right to a voice and to be treated with
respect. Also, encourage openness, honesty, and active listening (modeling: be open and
honest, and listen actively). Be supportive, acknowledge contributions, and respect each
member’s way of “being” in the group.
Balance process and content –the what and the how. Dialogue is both a process that participants
“travel” through (experience) and a series of statements, expressions, and language that carries
information. While we often get wrapped up in WHAT is being said, it is also important to notice
how we and the speaker feel at the time and what events lead up to certain statements being
shared. Examining both process and content offers multiple learning opportunities.
Be attentive to your own feelings –what is happening for you, within you, at any given moment.
Own your own feelings and opinions, and share them with students when appropriate. Seek a
sense of balance between being a teacher and a learner in the course.
Recognize the limits of your role and of the experience in general. You are not responsible for
everything that takes place. Encourage students to take ownership for their own learning and
that of their peers.
Have a sense of how you define your role. Where do you stand on issues such as challenging
and being supportive, being directive and letting a process unfold, being a facilitator and
participant during activities? It may be helpful to not dichotomize these issues so much as to
think in terms of a continuum.
Remember to “set the stage” for dialogue and multicultural learning. Be aware of the power of
modeling. This includes setting the tone for the group, working with your co-instructor, being
open and honest, etc. In some ways, you are the catalyst for the group and for the group
process.
Feelings will arise during this process and you will have to address them. When understood as
source of information, an avenue for growth and development, feelings become an integral part of
the learning process.
Try to be observant of what is happening in the group and for each individual student. This may
be hard. Try to key into what is being said, what is not being said, who is saying certain things,
silences, underlying reasons for certain statements, etc. Feel free to ask clarifying questions
Remember that all of us have multiple identities and that they interact with each other. Keep in
mind that you also have multiple identities. Use your own identities as you facilitate.
Work to avoid making assumptions or inferences based on your own socialization. Your coinstructor can help you with this. Share your observations and inferences with your co- and ask
yourselves where these ideas are coming from.
Find a reasonable balance of challenge and support. Be willing to push students so that risks can
be taken and support people in this process. Keep in mind your authority in the classroom as it is
perceived by participants and how this impacts the learning environment.
It is helpful to be aware of general intergroup dynamics during the process (e.g., tensions and
conflict, power dynamics, communication patterns, who “questions” who, who “educates” who,
etc.). These “macro” dynamics will likely be played out in some fashion on a “micro” level and
can be an important source of learning.
Co-Facilitation Tips
Make sure you know your co-instructor. Communicate openly with your co- inside and outside of
the dialogue (e.g., as you plan the session, during the session, and after the session). Talk about
things you like, you appreciate, you don’t like or feel comfortable with. Talk about your process
as a team and about the group itself. You don’t have to agree on everything, but you do have to
work together and know where each other are coming from.
Discuss the type of support you need and that is most helpful to you. Discuss when you need
support. Be open to giving and receiving feedback. Develop some ways in which you both feel
comfortable about giving and receiving feedback (e.g., do you want to do it right after the session,
meet later, meet the next day, etc.).
Be aware of the power of modeling for the group our own co-facilitation dynamics. You and your
co- can model open communication and constructive use of conflict. This is a key resource you
have to encourage others to do the same.
Be honest with each other concerning roles, responsibilities, expectations, etc. that you have for
yourself and for each other. Take time to understand the similarities and differences on these
points. Discuss how you can work together and predict how the similarities and differences can
help you as a team and how they might block your effectiveness.
Use your own “group identities” as you co-facilitate. Be open to supporting each other and also to
confronting the conflict you may have with each other. The conflict may or may not relate to what
you actually do in the group. Be open to taking risks with each other.
Be aware of students’ perceptions of you and your roles. This would include such things as your
group identities, your facilitation style, and your conflict style.
Evaluate and re-evaluate your skills and how they are impacting the group. Look at how your
skills are developing individually and as a co-facilitation team.
Giving and Receiving Feedback
(Portions of this summary are quoted and paraphrased from the HBS Note, Managing
Interpersonal Feedback, by Professor Louis B. Barnes (1982).)
“The biggest problem usually found in organizations is the problem of excess caution. All too
often people are not told things that would help them behave more effectively because of our fear
of ‘not wanting to hurt them.’ As a result, the problem is perpetuated, and people get hurt later
when…they are fired, demoted, or suddenly told that they are worth far less to the organization
than they had thought.” (Barnes, 1982)
Barnes explains that “the desire to genuinely help the other person as well as the working
relationship is the foundation of managing interpersonal feedback.” To be helpful, feedback to an
individual must be such that the person: (a) understands the information; (b) is willing to accept
the information; and (c) is willing and able to do something about the information.
How to Give Feedback
These guidelines can help make feedback more constructive and avoid defensive reactions that
block communication.
1. Speak directly to the recipient rather than through an intermediary.
2. Consider the readiness of the recipient. Feedback is most useful when the recipient
has solicited the information rather than having the information imposed on him or her. In
the absence of solicitation, give feedback at a time when the receiver appears to be in a
condition of readiness to accept it. Do not tell the recipient more than he or she can
handle at any particular time.
3. Direct the feedback toward behavior the recipient can do something about.
Frustration is only increased when a person is reminded of some shortcoming over which
he or she has no control.
4. Discuss specific, observable behaviors. Describe the recipient’s behavior and the
effects the behaviors are having. If appropriate, describe your own reaction to the
behavior.
5. Give feedback in a manner that communicates acceptance of the receiver as a
worthwhile person. Do not be threatening or judgmental about what he or she is as a
person.
6. Present perceptions, reactions, and opinions as such and not as facts.
7. Be aware of your own and the recipient’s body language.
8. When encountering rising defenses or emotional reactions, deal with these reactions
rather than trying to convince or persuade. Encourage the recipient to share his or her
feelings about the feedback.
9. Check that the recipient has heard and understood the feedback. Ask the recipient to
try to rephrase the feedback to see if it corresponds with what you intended to say.
10. Encourage the receiver to check with others on the feedback’s validity. The more
reactions a person obtains about a particular behavior, the better he or she is able to
understand the effects of that behavior.
11. The receiver has a right to decide whether or not he or she wants to accept the
feedback and/or change.
12. Consider your own role in creating the particular problem. Is there anything you can
do to help resolve it?
13. Remember to notice when the recipient’s behavior has changed. Avoid holding onto
previous perceptions of the individual once he or she has changed the behaviors in
question.
How to Receive Feedback
There are certain steps to follow when receiving feedback that can increase its value.
1. Request feedback from people you trust and who will be honest.
2. Listen carefully and paraphrase what you hear.
3. If the feedback is general, ask for—and offer—examples of specific, recent behaviors.
4. Try not to let defenses build, but mentally note questions or disagreements.
5. Gather additional information from other sources or by observing your own behavior
and others’ reactions to it.
6. If the feedback is given a helpful way, thank the person for his or her concern and
advice.
7. Do not over react to feedback. Where willing and able, modify your behavior in
suggested directions and evaluate the outcome.
Co-Facilitator Team-Building Activity
It will be extremely helpful to spend some time talking with your co-facilitator about how you can
work together effectively. As you share information about your interpersonal styles, strengths,
and weaknesses, identify things you could do to support each other and help each other grow
through this process
Complete the statements below and share your responses with your co-instructor. Feel free to
add statements to this list.
1.
What I need from my co-facilitator when planning for courses:
2.
What I need from my co-facilitator if I get defensive:
3.
How my co-facilitator can help me be more effective in this role:
4.
Other things my co-facilitator should know about my style: (Consider the following: What are
your unwritten rules for having an argument? How loud is OK to talk? When is it OK to
interrupt? How close together is it OK to stand or sit? What kind of facial expression are you
supposed to have? How are you allowed to behave when you are angry? How do you
express emotional support/agreement?)
5.
My hopes as a facilitator for this course are:
6.
My fears as a facilitator for this course are:
7.
Things that I want to encourage in this course are:
8.
I deal with resistance by:
9.
As a member of my social identity groups, I anticipate playing the following roles:
10. Something I want to see from the program (IGR) is:
11. I am unsure about:
12. Other team-building activities we could pursue together are:
Teaching Philosophies and Guidelines
Some Goals of Intergroup Dialogue
 To provide a safe space for dialogue –an environment where participants’ humanity is
affirmed, whatever their background, perspective, views, or opinions
 To highlight the connection between perspective, experience, and identity group membership
 To provide an experience where power is shared and conflict is integrated into the learning
process
 To encourage self-reflection
 To build participants’ confidence when engaging in difficult conversations -especially around
identity, power, and stigma
 To further awareness of injustice and oppression
 To encourage social responsibility, agency, power, voice, and actions that further social
justice
Dialogue (as opposed to debate or discussion)
See “What Makes Dialogue Unique?”, from The Magic of Dialogue by Daniel Yankelovich,
(included in the Intergroup Dialogue Coursepack)
Co-Facilitation
Co-Facilitation implies equity among facilitators. This means that power is shared and that both
co-facilitators take responsibility for the success of the dialogue. Tasks are shared equitably
among facilitators, including: writing planning reports, gathering supplies, leading debriefings, and
“business activities” in dialogue such as keeping track of time during dialogue sessions, assigning
journals and readings, etc. Both facilitators should keep records of participation and journal
completion.
It is also important that target-agent dynamics are not perpetuated in the dialogue. For instance,
the male facilitator in a women and men dialogue should refrain from domineering or assuming
primary responsibility for “business” activities. If anything, traditional target-agent roles should be
purposefully reversed to challenge these dynamics and highlight their existence.
General Guidelines for Facilitators
 Seek equity and balance in all aspects of facilitation
 Look to minimize or reverse traditional target-agent dynamics
 “cc” co-facilitator on emails to participants or instructors whenever possible
The Learning Environment
The learning environment is the foundation of the dialogue process. Dialogue implies a safe and
inclusive space where participants can be honest. Facilitators should encourage and affirm
participation, even when participants share controversial (and even outrageous) opinions. This
does not mean facilitators should pretend to agree with everything said, but rather they should
value all relevant participation as part of the learning process. Facilitators should seek to
understand before challenging others, modeling this behavior for participants.
When considering various activities, topics, and responses to situations, facilitators and
instructors should always consider the impact of these actions on the learning environment. The
process-content outline begins with activities and readings designed to create an effective
learning environment, then moves to activities and readings focused on issues of oppression and
social justice. The chronology here is critical as controversial topics are best addressed only after
space for dialogue has been established. It is equally important that facilitators remain focused
on the learning environment as they work through difficult issues of social justice.
General Guidelines for Facilitators
 Keep the learning environment in mind when considering proposed activities, assignments,
interventions, etc.
Engaged Facilitation
“Facilitators are expected to model and guide the dialogue process, provide information
when necessary, and constructively intervene when there is a breakdown in the
communication process. At the same time, they are not expected to be neutral or to
stand outside the dialogue process. They are actively engaged, both personally and
intellectually. They may present a perspective drawn from their own experience as a way
to shed new light on the dialogue or make explicit something that has remained unsaid in
the group. Such an active facilitation role is not meant to dominate or direct the
participants’ expressions but to act as a catalyst that deepens the dialogic inquiry and
engagement” (Zuniga, Nagda, and Sevig, in Equity & Excellence in Education 2002 Vol.
35, No. 1)
This is a delicate balance. Due to the traditional structure of courses and educational
environments, facilitators are inevitably perceived as authority figures in the classroom. Their
opinions are seen as “what participants are supposed to agree with,” even when not presented as
such. This dynamic can impede the dialogue process, preventing participants from sharing their
true thoughts and feelings. On the other hand, a detached facilitator does little to engage
participation. Trying to remain neutral or withhold one’s own opinion only alienates participants.
No one is neutral in the dialogue process; IGR has a point of view, as does every facilitator.
However, engaged facilitators seek to honor and encourage dialogue even when it disagrees with
their own point of view. They use their own participation as a means of fostering dialogue within
the group –creating space for others to participate. They are conscious of their participation (the
participation of both co-facilitators) and its impact on the learning environment. They choose
when and how much to participate according to how these contributions will impact the dialogue:
-Do participants need someone to model sharing?
-Are participants curious about what I/we think about this issue?
-Is everybody missing something here that needs to be addressed?
Engaged facilitators are also aware of the power and privilege they hold as leaders and use this
influence to foster an inclusive learning environment. They are sensitive to their own egos and
viewpoints and do not rely on dialogue sessions to bolster their self-esteem. Practicum, not
dialogue, is a space where facilitators’ can address their own needs.
General guidelines for facilitators:
 Model active listening and dialogue for participants
 Clearly explain that participation and journal points are based on engaged and
meaningful participation, not on the content of one’s statements
 Be as transparent as possible about the facilitation process –why activities were chosen,
what the learning objectives are, etc. This often works best at the end of a session.
 Bring your whole self into your work: your experience and inexperience, comfort and
discomfort, knowledge and ignorance.