MEPA
Facilitation
& Synthesizing Skills
SESSION OBJECTIVES
• At the end of the session, the participants are
expected to:
a. Explain essential components of Facilitation in
order to conduct successful MEPA;
b. Discuss useful techniques and templates in
synthesizing issues and concerns during MEPA
and their corresponding implications to Technical
Assistance & Policy Directions; and
c. Develop deeper understanding on the importance
of enhancing facilitation and synthesizing skills
for the productive conduct of MEPA.
ACTIVITY: FACILITATION SKILLS CHECKLIST
Direction: Assess your facilitation skills, using the following rating scale: 1 –
Developing
; 2 – Maturing; 3 – Advanced .
INDICATORS
No.
Rating
1.
Keeps group on track to achieve objectives in given time frame.
1
2 3
2.
Establishes and reminds group members of norms for meeting behavior.
1
2 3
3.
Checks and ensures group’s understanding of goals.
1
2 3
4.
Gauges the clarity of each role and how well it is being performed.
1
2 3
5.
Addresses non-verbal communication patterns.
1
2 3
6.
Paraphrases ideas and suggestions.
1
2 3
7.
Steers conflict away from personalities and toward task-related issues.
1
2 3
8.
Resolves conflict by being sensitive and fair.
1
2 3
9.
Identifies type and appropriateness of the decision-making process the 1
group is using.
2 3
10.
Recognizes when a decision is made implicitly rather than explicitly.
2 3
1
Total Score
Level of Competence
Source: www.baruch.cuny.edu/hr/documents/FacilitationSkills-Check
How is your pre-test result?
Directions:
1. Sum-up the total score and divide it by 10.
2. Determine your level of competence based on the
table below:
Range
Descriptive
Rating
Interpretation
1.0-1.49
Developing
You are still in the process of acquiring
the skill; hence, you need Technical
Assistance.
1.50-2.49
Maturing
You have acquired the skill to a larger
extent, but you need to enhance it
further.
2.50-3.0
Advanced
Congratulations! You have fully acquired
the skill to a largest extent, you are very
much ready to facilitate MEPA.
ANALYSIS
1. How did you find the activity?
2. What is the level of competence of
your facilitation skills?
3. What facilitating/hindering factors
contributed for having such level?
4. Which area do you need more TA?
5. Why do you need to have high level of
facilitation competence in conducting
MEPA?
FACILITATION SKILLS:
•
-
-
Keeping on Track with Desired
Outcomes
Recognizes and addresses when poor or
incomplete planning detracts from achieving
meeting goal(s).
Allows time for group to address process
issues.
Keeps group on track to achieve objectives in
given time frame.
Establishes and reminds group members of
norms for meeting behavior.
FACILITATION SKILLS:
•
Goals and Roles
- Clarifies goals and objectives of meeting.
- Checks and ensures group’s understanding
of goals.
- Verifies all group members understand and
commit to common goal(s).
- Provides time for group to discuss, clarify,
and/or modify or negotiate goals.
- Ensures roles are assigned and understood.
- Gauges the clarity of each role and how well
it is being performed.
FACILITATION SKILLS:
•
Communication
- Invites quiet participants to contribute.
- Asks open questions to stimulate group
discussion.
- Solicits ideas and suggestions from all members
of the group.
- Provides feedback to group on how well they are
communicating and interacting.
- Addresses non-verbal communication patterns.
- Paraphrases ideas and suggestions.
- Maintains
open,
balanced
and
clear
communication.
FACILITATION SKILLS
•
Conflict Management
- Steers conflict away from personalities and
toward task-related issues.
- Summarizes opposing positions.
- Determines when members are suppressing
their ideas to avoid conflict.
- Recognizes when group members try to smooth
over conflict rather than addressing it.
- Resolves conflict immobilizing the group.
- Determines whether conflict is constructive and
task-related.
FACILITATION SKILLS
•
Decision Making/Problem Solving
- Recognizes when a decision is made
implicitly rather than explicitly.
- Determines if divergent or unpopular ideas
are immediately rejected or ignored.
- Identifies type and appropriateness of the
decision-making process the group is using.
- Assesses the strengths and weaknesses of
the group’s decision making.
- Implements appropriate decision-making
procedure when decisions are needed.
SYNTHESIZE – BEYOND SUMMARY
The putting
of parts or
elements
together
so as to
form a whole
SYNTHESIZING
“Synthesizing is like
putting a puzzle
together. You have to
sort out your thinking
and put it in the right
place.”
Clay
SYNTHESIZING
“ In order to construct any kind of
meaning in our literacy learning
and our life learning, we must find
ways to cull and prune the details
with which we are bombarded. We
must reorganize and create our own
explanations for what we are
learning, our own learning, our own
definitions of our lives at any
particular juncture.”
Ellin Keene
School Synthesis Template of SMEPA
Major
Accomplishments
(Performance
Indicators, Outputs
Achieved, Improved
Fund Utilization,
Progress Markers)
Major Difficulties
Lessons
learned
(Access/Quality,
Project
Management, Fund
Utilization,
Relations with
stakeholders)
Highlights for 36
IP teachers LET 
passers – Ang
kwento ng
kwenta
Division
initiated
Division Review
for IP teachers
to take the LET

examination
(Policy Needs, Funds and
Financial Management, Project
Implementation, Capacity
Building)
(IP/Muslim
Education,
Project
Management)

Lack of
capacity of
SH to
motivate
IP/Muslim
parents to
send their
children to
school
Distance and
difficult
terrain
Major Issues
Mobilizat
ion of
teachers
to reach
out
concerne
d
commun
ity and
parents





SDO to develop Internal
and external factors to
assess the increase and
decrease of KPIs
Measuring
the
awareness
of
all
stakeholders teachers
TA for the cooperative
marketing strategies
TA how to credit the
records
of
the
students/pupils
or
accelerate pupils under
catch-up program
TA on tools to assess
the capacity of SHS and
teachers
SDO FUNCTIONAL
DIVISIONS

SGOD

SGOD

SGOD

CID
 CID/
SGOD
District Synthesis Template of SMEPAs
School s
Major
Accomplishments
(Performance
Indicators, Outputs
Achieved, Improved
Fund Utilization,
Progress Markers)
Bayani CES
Highlights for 36 IP
teachers LET passers
– Ang kwento ng
kwenta
Division initiated
Division Review for IP
teachers to take the
LET examination
Major Difficulties
(Access/Quality,
Project
Management,
Fund Utilization,
Relations with
stakeholders)
Lessons learned
(IP/Muslim
Education,
Project
Management)



Lack of
capacity of SH
to motivate
IP/Muslim
parents to send
their children
to school
Distance and
difficult terrain
Major Issues
(Policy Needs, Funds and
Financial Management,
Project Implementation,
Capacity Building)
Mobilization of 
teachers to
reach out
concerned
community

and parents



Pag-asa ES
Masaya ES
Likom IS
SDO to develop Internal
and external factors to
assess the increase and
decrease of KPIs
Measuring
the
awareness
of
all
stakeholders teachers
TA for the cooperative
marketing strategies
TA how to credit the
records
of
the
students/pupils
or
accelerate pupils under
catch-up program
TA on tools to assess the
capacity of SHS and
teachers
SDO
FUNCTIONAL
DIVISIONS

SGOD

SGOD

SGOD

CID

CID/
SGOD
REFLECT
“A mind stretched to
a new idea never
goes back to its
original dimensions.”
Oliver Wendell Holmes
APPLICATION
1. You will be grouped into three (3): by division / special
grouping.
2. Each group will focus on certain theme of a particular
quarter.
3. The group will simulate how to conduct SMEPA
considering the assigned theme: Access or Quality (See
following slide).
4. The group will assign roles to following the given
templates of SMEPA.
5. The group will prepare Completed Staff Work (CSW)
based on the context of the chosen school of the group.
6. The SMEPA Simulation shall be done tomorrow:
Group I: 9:00 – 9:40
Group II: 9:40 – 10:20
Group III: 10:20 – 11:00
GROUPING BY DIVISION
Batch II-A: Elementary (Dec. 15-17, 2014)
• Cluster A: North Cotabato, Sarangani, Cotabato City
• Cluster B: North Cotabato: Group 1, 2 & 3
Batch II-B: Elementary (Dec. 18-20, 2014)
• Cluster A: GSC, South Cotabato, Kidapawan
• Cluster B: Sultan Kudarat, Koronadal, Tacurong
Batch III: Secondary (Dec. 21-23, 2014)
• Cluster A: North Cot., GSC, Kidapawan City
• Cluster B: Sultan Kudarat, Cotabato City, Koronadal,
Sarangani, Tacurong, South Cotabato
WORKSHOP TASK: BY GROUP
Group
1
• Focus on Quality
• Quarter 1: NAT
Group
2
• Focus on Access
• Quarter 2: Enrolment
Group
3
• Focus on Access
• Quarter 3: Drop-out
PROGRAM OF THE SMEPA SIMULATION
SMEPA DESIGN
ACTIVITY
DESCRIPTION
PERSONS INCHARGE
1. Opening (5 min)
Presentation of Objectives, Activity flow and EMCEE & Opening
Roll call of attendance
Speaker
2. Presentation by
Grade Level /
Department Heads
(20 min)
Each of the Grade Level / Department Heads Curriculum Level /
presents their findings on the KPI , Physical & Department Heads
Financial Accomplishments of (AIP)
3. Discussion of
Presentation
(10 min)
Discussion leader pose questions to the School Discussion
presenter to clarify essential points every after Leaders
presentation.
4. Synthesis of
Discussion
(2 min)
A synthesizer listens to all presentations and School Synthesizer
discussions and gives the summary of the & Documenter
main points. The synthesizer list down all the
issues and concerns on which decisions need
to be made.
5. Agreement
(3 min)
The SH discusses the issues listed and leads SH/PSDS
the group in coming up with agreements on
program adjustments, Policy Directions to be
flagged to SDO as well as TA needs
GROUP I - SMEPA: QUALITY
(1ST QUARTER-March)
1.
Opening Program
2.
Presentation
Part I: NAT, SReA, EGRA, Phil IRI, NCAE (HS) - (Subject Coord.)
Part II: (Only if applicable)
* AIP Implementation (School Head)
* SBM Level of Assessment
* 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard,
system and technical assistance needed (School Head)
3. Interpellation/Discussion
4. Synthesis
5. Agreement
SAMPLE SET-UP OF SMEPA: QUALITY (1st Quarter)
SGC
Eng.
Coord.
SGC
Math
Coord.
Legend:
PSDS – Public Schools District Supervisor
SCH – Secondary Cluster Head
BLGU – Barangay LGU
SH – School Head
SGC – School Governing Council
PTA – Parents-Teachers Association
GC – Guidance Counselor (Designate)
Sci
Coord.
Fil.
Coord.
SGC
SGC
PTA
Pres.
AP
Coord.
Special
Program
Coord.
GC
SH
PSDS
/SCH
BLGU
GROUP II: SMEPA - ACCESS
(2nd QUARTER-June)
1.
Opening Program
2.
Presentation
Part I: Enrolment Pattern & Community Mapping (Grade Level
Chairman)
Part II: (Only if applicable)
* AIP Implementation (School Head)
* SBM Level of Assessment
* 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard,
system and technical assistance needed (School Head)
3. Interpellation/Discussion
4. Synthesis
5. Agreement
SAMPLE SET-UP OF SMEPA: ACCESS
(Big SCHOOL)
Kinder
SGC
Grade
1
Level
Chair
SGC
Legend:
Grade
2
Level
Chair
PSDS – Public Schools District Supervisor
SCH – Secondary Cluster Head
AP – Assistant Principal
AH – Academic Head
BLGU – Barangay LGU
SGC – School Governing Council
PTA – Parents-Teachers Association
GC – Guidance Counselor (Designate)
Grade
3
Level
Chair
SGC
SGC
Grade
4
Level
Chair
PTA
Pres.
Grade
5
Level
Chair
Grade
6
Level
Chair
GC
AP/
AH
Principal
PSDS
/SCH
BLGU
(3rd
SMEPA: ACCESS
QUARTER-September)
1.
Opening Program
2.
Presentation
Part I: Drop-out Rate – Absolute No. / PARDOs/SARDOs (Grade
Level Chairman)
Part II: (Only if applicable)
* AIP Implementation (School Head)
* SBM Level of Assessment
* 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)
* Other PPAs from FAP or NGOs (School Head)
Part III: Agenda affecting program design, policy, standard,
system and technical assistance needed (School Head)
3. Interpellation/Discussion
4. Synthesis
5. Agreement
SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL)
Kinder
SGC
Grade
1
Level
Chair
SGC
Legend:
Grade
2
Level
Chair
PSDS – Public Schools District Supervisor
SCH – Secondary Cluster Head
AP – Assistant Principal
AH – Academic Head
BLGU – Barangay LGU
SGC – School Governing Council
PTA – Parents-Teachers Association
GC – Guidance Counselor (Designate)
Grade
3
Level
Chair
SGC
SGC
Grade
4
Level
Chair
PTA
Pres.
Grade
5
Level
Chair
Grade
6
Level
Chair
GC
AP/
AH
Principal
PSDS
/SCH
BLGU
MENTOR PER GROUP
(Dec. 15-17, 2014)
GROUP
CLUSTER A
CLUSTER B
I
Cot. Prov:
Kathy & Shirley
Cot. Prov. I:
Lando
II
Sarangani:
Cot. Prov. II:
Shie & Luz
Norman & Agney
III
Cotabato City:
Emily
Cot. Prov. III:
Fely & Bert
MENTOR PER GROUP
(Dec. 18-20, 2014)
GROUP
CLUSTER A
CLUSTER B
I
GSC:
Kathy & Shirley
Sul. Kud.:
Regan & Bert
II
Kidapawan
Tacurong:
Shie & Luz
Agney & Remy
III
South Cot.:
Glenn
Koronadal:
Delia
MENTOR PER GROUP
(Dec. 21-23, 2014)
GROUP
CLUSTER A
CLUSTER B
I
Cot. Prov:
Lando
SK & Tacurong:
Mayflor
II
GSC:
Sarangani & :
Shie & Luz
Kathy & Glenn
III
Kidapawan:
Emily & Remy
So. Cot. & Kor:
Fely & Delia