FACILITATION SKILLS
Say the word "meeting" and expect to hear sighs, groans, or sarcastic remarks. Yet, international conventions and
global exchange requires people to come together frequently over a period of time in a word meeting. Wellplanned and facilitated meetings sustain participants' energy and allow them to contribute their best thinking to the
planning endeavor. Facilitation demands a lot of skills and just having knowledge of workshop moderation tools is
not enough. You would not like a graduated medical student with a major in surgery to perform an operation on
your heart! On the other side, you might accept his assistance under the supervision of an experienced doctor.
The same refers to facilitation skills. We all as leaders require strong facilitation skills and while working in a group
or team, we ought to see ourselves as facilitators and not teachers or lecturers. At the same time, there is the
necessity for us to appear more as moderators in order to make sure that knowledge and skills are effectively
transferred.
Aim of the module
The aim of this module is to develop and improve participants’ practical facilitation skills and techniques and
highlight the tips on how to engage or influence multidisplinary and multicultural audiences. Participants’ facilitation
skills will be built through a variety of advanced techniques for supporting groups/teams share information and
experiences and reach decisions.
By the end of the module, participants should be able to;
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Understand the concept of facilitation;
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Outline the principles and values of facilitation;
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Determine the roles and responsibilities of facilitators;
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Identify the qualities of a good facilitator;
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Plan a good facilitation process;
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Outline the benefits of strong and good facilitation skills;
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Gain an understanding of the top facilitation tips
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Understand facilitation in the context of group development and stages
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Identify the methods and techniques of involved in facilitation
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Abreast themselves with the Dos and DON’Ts in facilitation
Facilitation defined
Facilitation means working with people with the aim of enabling and empowering them. It is about assisting
individuals or groups with their interactions and discussions in order to perform a certain task or achieve certain
objectives. Facilitation is a method that encourages people to share ideas, resources and opinions and to be
critical and constructive at the same time. According to the World Book Dictionary (2004), the term “facilitation”
means to “make easy; lessen the labour of; help forward a process”. When applied to groups, it means to make
the work of a group or team easier and more effective. To facilitate is “to make easier” or “help bring about.”
(Merriam Webster). Thus, facilitation is to help smoothly manage the flow and discussions of a meeting or event.
In broad terms, facilitation is the process of making something easier or less difficult.
Whether it's a meeting (big or small) or a training session, someone has to sharpen and guide the process of
working together so that you meet your goals and accomplish what you've set out to do. While a group of people
might set the agenda and figure out the goals, one person needs to concentrate on how you are going to move
through your agenda and meet those goals effectively. This is the person we call the "facilitator."
Principles and Values of Facilitation
 Impartiality: The trainer needs to be neutral and objective and conduct the training in an impartial and
non-partisan manner. Opinions can be collected from participants, but should not be expressed by the
trainer.
 Participation: Facilitation succeeds when participants are motivated and enabled to actively get involved.
The methodology needs to cater for an interactive learning process. This also means that the facilitator
shall not make himself the centre of all attention, but rather put the group at the centre by asking
questions, allowing discussions, collecting feedback and consulting the participants on methods and steps
involved.
 Inclusiveness: Participation in the training and learning process needs to be inclusive. This means that
the trainer has to be sensitive towards the needs of individual participants and their roles in the group in
order to find a way of adequately involving each participant. It is important not to allow a small group of
participants to “hijack” the training and dominate the discussions.
 Respect: The trainer must acknowledge and respect each individual participant and ensure that all
participants show each other the mutual respect they deserve. The trainer also needs to be sensitive
about issues of age, culture and tradition and show the expected respect. This also means respecting the
knowledge and experience of the participants and drawing on the collective wisdom of the group.
 Equality: Each participant is regarded as having an equal right to contribute, to influence, to determine the
direction of the group. Equality also relates to respect, valuing of personal experience and participation.
Each participant’s contribution to a discussion/skill-sharing activity is equally valid and valuable.
 Trust and Safety: To enhance participation by all, the facilitator must encourage the development of trust
and safety. Participants need to feel free and comfortable in the group. In this context, it is also important
to assure participants of confidentiality, so that they are confident that everything of relevance can be
discussed freely without inappropriate reporting outside the group.
 Listening: Facilitation means listening to what people are saying and tuning in to what they are not
saying. This includes being aware of verbal and non-verbal means of communication.
 Preparedness: A good trainer should be prepared in order to perform all tasks well. It is important to
appear professional and lead by example. A good preparation of the training will make the trainer more
confident and enhance acceptance by the participants.
 Flexibility: Regardless of all advance preparations and plans, the trainer also needs to maintain a high
degree of flexibility. Flexibility might be required to solve or work around unexpected problems.
Furthermore, a high degree of flexibility will enable the trainer to adapt the training sessions to the needs
of the participants.
 Timekeeping: Every trainer needs to be punctual and should set the training session for a reasonable
time and observe carefully the dates and times allocated for activities.
 Authority: A good trainer/facilitator does not need to be overly authoritative. However, a certain authority
is required and the participants need to respect the role of the trainer. Ultimately, the trainer remains in
charge of the programme and for example needs to be able to discipline participants who negatively
interfere with the programme and learning process. The authority of the facilitator is closely linked to the
respect he/she gets from the participants and the confidence and professionalism with which the training is
conducted.
The role of facilitators
Usually, when we make reference to facilitators, we have external agents in mind who are hired to orchestrate a
workshop. In daily life, people might find themselves in a facilitator role beside their other role they are originally
assigned to. They generally guide participants through the content and stimulate the learning process. More than
just providing expertise, the facilitator draws on the existing knowledge of the participants and assists them in
building on that knowledge by providing input/training to fill identified gaps. Thus, the facilitator is concerned about
WHAT is being learnt and HOW it is being learnt. He/she as a content expert helps participants to interact with
each other, gain new information, and build upon their experience. The facilitator's key role is to help the group
experience and learn together. These roles might be:
• The facilitative consultant
• The facilitative coach
• The facilitative trainer
• The facilitative leader
The following table gives an overview on the different roles:
In many in-house coordination meetings, the chair acts as a facilitative leader! This is the most difficult role to fill
because the facilitative leaders need to use their facilitative skills at the same time that they have strong views on
the content being discussed. As most of the chairs are elected from a position of an expert, they have to manage
develop two capacities – facilitation and leadership. The best meeting chairs or leaders see themselves as
facilitators. While they have to get through an agenda and make sure that important issues are discussed,
decisions made, and actions taken, good chairs and leaders don't feel that they have all of the answers or should
talk all the time. The most important thing is what the participants in the meeting/workshop have to say. So, focus
on how the meeting or workshop is structured and run to make sure that everyone can participate. This includes
things like:
 Making sure everyone feels comfortable participating;
 Developing a structure that allows for everyone's ideas to be heard;
 Making members feel good about their contribution to the meeting;
 Making sure the group feels that the ideas and decisions are theirs, not just the leaders;
 Supporting everyone's ideas and not criticizing anyone for what they've said.
Useful guidance on the role of facilitators
Rogers (1969), a pioneer in learner-centred approaches to education, offers many sound ideas for effective
facilitation. Although much has been researched and written since Carl Rogers developed his ideas, his guidelines
(with slight modifications) are still relevant and timely:
A main role of the facilitator is setting the initial mood or climate of the group;
The facilitator helps to elicit and clarify the purposes of the individuals in the group as well as the more
general purposes of the group;
He or she relies upon the desire of each participant and stands as the motivational force behind significant
learning;
He or she organizes and make accessible a wide range or resources for understanding and learning;
The facilitator is a flexible resource to be utilized by the group;
He or she accepts both the intellectual content and the emotionalized attitudes and tries to balance his/her
emphasis or these aspects with the group's corresponding emphasis;
The facilitator may share opinions with the group, once the acceptable climate has been established, but
he or she must do so in ways which do not demand nor impose but represent simply a personal sharing
which group members may take or leave;
Throughout the group experience, the facilitator remains alert to expressions that indicate deep or strong
feelings;
In his or her functioning as a facilitator of learning, the facilitator recognises and accepts his or her own
limitations.
Additionally,
 Facilitators are the standard-setters for the discussion: Facilitators must stay focused and alert,
interested in the discussion and the learning that is taking place. They set and maintain the tone of
discussion, by example and by setting ground rules. Facilitators should make eye contact with all
participants, listen closely, and encourage everyone to contribute to the group;
 Facilitators make the workshop environment a priority: Everything from how the chairs are set up,
candy, quotes on the wall, location of restrooms, and many other logistical items. The facilitator is
responsible for gauging the physical environment of the training and how the environment relates to the
feeling of the workshop;
 Facilitators are mindful of timing issues: It is easy to over-schedule activities and not incorporate
enough downtime for the participants. Avoid planning intensive activities directly before or after a meal.
Facilitators need to constantly check-in with the group to gauge their energy level;
 Facilitators are responsible for the purpose of the discussion and its significance to the group: It is
important to clearly state the goal and purpose of each activity and section of the training. Also, let the
group know the expected time that will be spent on each activity;
 Facilitators make use of various techniques/tools to keep the discussion moving: When tension
arises or discussion comes to a halt, the facilitator must be prepared with tools to keep the learning
happening;
 Facilitators are responsible for paying attention to group behaviors: Be observant of verbal and nonverbal queues from the group. You can encourage people to explain their behaviors during check-in
periods;
 Facilitators should be relaxed and have a sense of humor that makes sure discussions are
enjoyable as well as educational: Group discussions can often take a very serious turn and become
intense. It is important to remember we do not have to be fired-up or uptight in order to have effective
discussions. Laughter and a relaxed environment can be the greatest methods for a good discussion.
(Source: Bonner Curriculum: Facilitation 101: Roles of Effective Facilitators)
Basic responsibilities of facilitators
As a facilitator, you will want to take some basic steps as part of your responsibilities during a meeting or event.
The basic responsibilities that advanced facilitators often take on are:

Prepare in Advance: Good facilitators make their work look effortless and natural, but prepare in advance to
be effective. Take into consideration the “who, what, why, and where” of your meeting or event to help you
figure out the “how.”

Plan and Distribute the Agenda: The meeting agenda is the document that defines what will be done at any
particular meeting or event, and it helps both leaders and participants know what to expect and how to
prepare.

State your objectives at the beginning of the event: Members will be much better prepared to contribute
and help you meet the objectives if they know what they are. Again, work with the coordinator to determine
these – you may even want to have the coordinator present the intended outcomes. Your job as a facilitator is
to ensure that the group understands what needs to be accomplished.

Establish Expectations: These ground rules help participants establish appropriate ways to interact with
each other during the meeting or event. In a nutshell, you want the group to agree to a respectful,
collaborative process. By stating the rules up front and getting agreement from the group, you’re more likely to
see that happen.

Guide the group in presenting and sharing information: Your methodology may vary, but the methods you
use should include all members in the discussion and prevent one or two members from dominating the
dialogue. Everyone may not talk, but no one should feel excluded from the process.

Provide closure and reiterate action items: As part of ensuring that all ideas and points are captured
accurately, it is also the role of the facilitator to ensure that action items are noted and that follow-up on the
item is assigned to someone.
Characteristics of a good facilitator
Competent facilitators have both personal characteristics and acquired skills that make them good at what they do.
Many good facilitators make a difficult process seem very natural and intuitive, even when lots of planning and
training goes into the craft. We’ve listed some key characteristics here and they are explained in additional detail
in the “Advanced Facilitator’s Guide.” Chances are, if you’ve volunteered to take on this role, you have these
traits or you have an inclination toward them.

Good facilitators value people and their ideas

Good facilitators think quickly and logically

Good facilitators are excellent communicators

Good facilitators are both product and process oriented
A good facilitator:

Keeps the group focused on task and process;

Remains as objective as possible;

Is an informed guide helping the group to chart its course and accomplish its goals;

Listens more than talks;

Adopts to various learning styles;

Encourages everyone to participate while remembering that individuals participate in different ways. Some
may talk only in small groups, but they are still participating. Others may wish to talk constantly and may
be contributing little;

Protects members of the group from attack by others;

Is gender and culturally sensitive;

Energizes a group or slows it down, as needed;

Recaps, occasionally, what has happened in the workshop and helps group to make connections between
the sessions.
Other attributes
Uses
processes,
methods
and
tools
Practices
stewardship
of
process
and
appropriately and responsibly
impartiality toward content
Creates an atmosphere and opportunity for
Clarifies the data by checking back with
contribution – where all participants trust that
participants
they can speak freely and where individual
Elicits a greater depth in both the data and the
boundaries are honoured
interrelationships of the date
Opens and closes with purpose
Acknowledges openly any potential conflict of
Honours contributions
interest
Caters for different learning styles
Responds to the group – through flexibility of
Respects the culture, rights and autonomy of
format and process
the group
Manages conflict with sensitivity
Understands the needs and processes of group
Maintains confidentiality of information
development and effectiveness
Invites in another practitioner for situations
Listens – and reflects back to ensure
beyond their expertise and experience (e.g.
understanding
conflict resolution)
Encourages participants to challenge ‘the data’
Takes
and not ‘the person’
improvement of facilitation skills and knowledge
responsibility
for
continuous
(Source: Colma Keating (2003): Facilitation Toolkit, p.3)
According to the Civic Education and Community Mobilization Partners, Good Facilitators should:
be patient, taking time to explain things carefully and allowing participants time to respond at their own
pace;
build co-operation and unity among the group, while supporting each person’s right to diverse opinions;
be open to criticism and questions;
be creative and open to new ideas;
show energy and enthusiasm for the material being covered in the workshop;
be non-partisan and avoid showing their own personal biases, serving as the one who can resolve
disagreements;
(Source: Civic Education and Community Mobilization Partners: Participation – Train-the-Trainer Manual)
How to plan for a good facilitation process
A good facilitator is concerned with both the outcome of the meeting or planning session, with how the people in
the meeting participate and interact, and also with the process. While achieving the goals and outcomes that
everyone wants are of course important, a facilitator also wants to make sure that the process if sound, that
everyone is engaged, and that the experience is the best it can be for the participants. In planning a good meeting
process, a facilitator focuses on:
 Climate and Environment;
 Logistics and Room Arrangements;
 Ground Rules.
A good facilitator will make plans in each of these areas in advance. Let's look at some of the specifics:
Climate and Environment
There are many factors that impact how safe and comfortable people feel about interacting with each other and
participating. The environment and general "climate" of a meeting or planning session sets an important tone for
participation. For example, key questions you would ask yourself as a facilitator include:
 Is the location a familiar place, one where people feel comfortable?
If you're planning to have an interactive meeting sitting around a conference table in the Mayor's office for
instance, some of your folks might feel intimidated and out of their environment. A comfortable and familiar location
is key to a successful facilitation process
 Is the space the right size? Too large? Too small?
If you want to make a group feel that it's a team, a large meeting hall for only 10 or 15 people can feel intimidating
and make people feel self-conscious and quiet. On the other hand, if you're taking a group of 30 folks through a
meeting, a small conference room where people are uncomfortably crunched together can make for disruption:
folks shifting in their seats, getting up to stretch and get some air. This can cause a real break in the mood and
feeling of your meeting or planning session. You want folks to stay focused and relaxed. Thus, choose a room size
that matches the size of your group.
Logistics and Room Arrangements
Believe it or not: how people sit, whether they are hungry and whether they can hear can make or break your
planning process. As a facilitator, the logistics of the meeting should be of great concern to you, whether you're
responsible for them or not. Some things to consider are:
 Chair arrangements: Having chairs in a circle or around a table encourage discussion, equality, and
familiarity. Speaker's podiums and lecture style seating make people feel intimidated and formal. Avoid
them at all costs.
 Places to hang newsprint: You may be using a lot of newsprint or other board space during your
meeting. Can you use tape without damaging the walls? Is there enough space so that you can keep
important material visible instead of removing it?
 Sign-In sheet: Is there a table for folks to use?
 Refreshments: Grumbling stomachs will definitely take folks minds off the meeting. If you're having
refreshments, who is bringing them? Do you need outlets for coffee pots? Can you set things up so folks
can get food without disrupting the meeting? And who's cleaning up afterwards?
 Microphones and audio visual equipment: Do you need a microphone? Video cameras? Can someone
set up and test the equipment before you start?
To build a safe as well as comfortable environment, a good facilitator has a few more points to consider. How do
you protect folks who are worried their ideas will be attacked or mocked? How do you hold back the big talkers
who tend to dominate while still making them feel good about their participation? Much of the answer lies in the
Ground Rules
Lay down ground rules
This should be done as part of the workshop
The benefits of strong facilitation skills

Increased ability to manage diverse groups at each stage of a task oriented meeting;

Improved skills for managing conflict;

Better utilization of local knowledge, resources, and capacities;

Enhanced collaboration, co-ordination and understanding amongst project stakeholders;

More committed and timely group action and Increased management capacity of partners;

More effective meetings and workshops.
Tips on facilitation skills
To maximise your role as a facilitator, the following points can be of great value:
1. Watch the group's body language
Are people shifting in their seats? Are they bored? Tired? Looking confused?
If folks seem restless or in a haze, you may need to take a break or speed up or slow down the pace of the
meeting. And if you see confused looks on too many faces, you may need to stop and check in with the group, to
make sure that everyone knows where you are in the agenda and that the group is with you.
2. Always check back with the group
Be careful about deciding where the meeting should go. Check back after each major part of the process to see if
there are questions and that everyone understands and agrees with decisions that were made.
3. Summarize and pause
When you finish a point or a part of the meeting process, sum up what was done and decided, and pause for
questions and comments before moving on. Learn to "feel out" how long to pause -- too short, and people don't
really have time to ask questions; too long, and folks will start to get uncomfortable from the silence.
4. Be aware of your own behavior
Take a break to calm down if you feel nervous or are losing control. Watch that you're not repeating yourself,
saying "ah" between each word, or speaking too fast. Watch your voice and physical manner. (Are you standing
too close to folks so they feel intimidated, making eye contact so people feel engaged?) How you act makes an
impact on how participants feel.
5. Occupy your hands
Hold onto a marker, chalk, or the back of a chair. Don't play with the change in your pocket!
6. Watch your speech
Be careful you are not offending or alienating anyone in the group. Use swear words at your own risk!
7. Use body language of our own
Using body language to control the dynamics in the room can be a great tool. Moving up close to a shy, quiet
participant and asking them to speak may make them feel more willing, because they can look at you instead of
the big group and feel less intimidated. Also, walking around engages people in the process. Don't just stand in
front of the room for the entire meeting.
8. Don't talk to the newsprint, blackboard or walls--they can't talk back!
Always wait until you have stopped writing and are facing the group to talk.
Facilitation models
Four Stages of Group Facilitation (Brooks-Harris & Stock-Ward, 1999)
Brooks-Harris and Stock-Ward (1999) described four stages of group facilitation used in workshops, based on
Kolb’s (1984) theory of experiential learning.
 Engaging Workshop Participants in Active Learning – emphasizes concrete experience and reflective
observation; corresponds to the needs of imaginative learners.
 Informing the Group with Relevant Knowledge – encourages reflective observation and abstract
conceptualization; corresponds to the needs of analytic learners.
 Involving the Group in Interactive Participation – emphasizes abstract conceptualization and active
experimentation; corresponds to the needs of common sense learners.
 Planning for Future Application – encourages active experimentation and concrete experience;
corresponds to the needs of dynamic learners.
Stages of Group Development (Tuckman, 1965)
Bruce Tuckman (1965) originally described four stages of group development that describe both interpersonal
relationships and task activities. These stages in order of development are:
 Forming: The group comes together for the first time or re-forms in a new way. Interpersonal relationships
are characterized by “testing and dependence” and the discovery of which interpersonal behaviors are
acceptable in a group setting.
 Storming: Intra-group conflict as members resist the formation of group structure and attempt to express
their own individuality. Members may react emotionally to the group and resist demands placed on
individuals.
 Norming: Resolution of group conflicts that lead to the development of group cohesion. Having learned
important lessons during the storming stage, norming is characterized by mutual acceptance and a sense
of harmony.
 Performing: The group becomes a “problem-solving instrument.” Members have learned how to work
together to accomplish group goals. Individuals have found ways to play to their strengths and to
complement the efforts of others.
Methods and Facilitation Techniques
In order to ensure an effective and participatory learning process, the facilitator to should apply a mix of
appropriate methods. The training sessions should be designed in a way that they cater for the needs of the
different types of adult learners through a diversity of methods. The content of each session often determines
which methods are applicable. Some topics and areas need a more active role of the facilitator and a lot of central
input, while others are best conducted by involving all participants more actively. The sequencing of the session
should take into consideration which methods can be applied at what point in time, so that participants can enjoy
an interesting mix of methods and exercises and long times without active involvement are avoided.
1. Lecture
The lecture method is the most commonly used teaching approach for working with groups of learners. The
facilitator presents and explains the relevant information that shall be passed on to the participants. The lecture
method is an efficient tool to present a bulk of facts, information and concepts in a relatively short time. It can be
applied regardless of the size of the group of learners and works well even with a very large group.
However, the lecture method should not dominate the training since it is much less participatory than other
methods and does not promote interaction in most cases. The facilitator/lecturer dominates the training session
and there is a risk that he/ she imposes a certain perspective on the topic on the participants.
The pace of learning is determined by the facilitator/lecturer instead of the learners themselves and individual
learning needs are not catered for. The following ideas can help improve the effectiveness of the lecture method:
Organise and structure the presentation well in order to ensure a logical flow and a good time
management.
Use supportive materials such as handouts, charts, posters etc.
Train your rhetorical skills and speak loud and clearly.
Provide opportunities for questions and answers and periodically a quick feedback from the participants
whether they have understood everything.
Avoid too long periods of lecturing by providing frequent breaks or mixing the lecture with other methods
such as short games, plenary discussions or group work.
2. Brainstorming
Brainstorming is a quick way of collecting participants’ ideas, views and suggestions in an open way. It is used to
encourage the participants to freely share what comes to their mind when thinking of a certain topic, challenge or
problem. The most important principle of the brainstorming method is that there is no right or wrong
contributions. At the initial stage of the brainstorming all contributions are collected, regardless of whether they
makes sense or add value.
Brainstorming is a useful method to enhance participation as it gives everyone an opportunity to contribute and it
allows many ideas to be expressed in a short time. It helps stimulate quick thinking, creativity and imagination
among the participants. It is important for the facilitator to let not the brainstorming exercise be dominated by
certain individuals and to encourage every participant to contribute. The contributions should ideally be captured,
for example by writing them on a flipchart. It is important for the facilitator to ensure that contributions are treated
equally. Contributions should not be criticized, evaluated or censored at the stage of brainstorming.
3. Plenary
In a plenary discussion all training participants come together to discuss a certain topic and share their ideas and
opinions. The method enables participants to openly interact and to not only express their views but also respond
and react to each other’s contributions. It helps the facilitator to better understand the participants and to get their
opinions and perceptions. The challenge is that such a discussion in a large group can be very time consuming
and may easily loose its focus. Certain participants may dominate the discussion while others remain passive and
get bored. It is therefore important for the facilitator to establish clear ground rules (e.g. regarding time
management and mutual respect during the discussions) and to provide direction and re-direct the discussion if it
goes off-topic.
4. Small Group Discussion
Particularly if the group is very big, it can make sense to break into smaller groups for discussion. This gives each
participant better chances and more time to contribute. Discussions in smaller groups can be more intense,
focused and results-oriented. It is important to ensure that the group discussions are well organized and
structured, for example by advising the group to pick a chairperson or moderator, a timekeeper and a secretary.
5. Panel Discussion/Debate
Another format of a discussion is a panel. Here, some selected participants – or even external experts – form a
panel which discusses a certain topic. Each panelist gets the chance to make his/her contribution in a certain time
and to react and respond to the contributions from the other panelists. The panel discussion can then be opened
for interaction with the rest of the group so that participants can give feedback or pose questions to the panelists.
The panelist may be given time to prepare their contributions on the topic in advance.
6. Buzz-Group
A so-called buzz-group is a quick break-away exchange/discussion between two or three participants to discuss a
specific question for a very short period of time. The exercise can for example be inserted to break the monotony
of a presentation or lecture. Usually, participants would simply be asked to discuss the question with their neighbor
in a few minutes.
7. Fish bowl
The fish bowl is a special seating arrangement where one part (or half) of the group sits together in an inner circle
to discuss or work on something, while the rest (the other half) sit outside the circle to observe the inner circle. The
methodology helps to discuss a certain topic with a smaller group and getting relevant contributions from selected
and interested participants without leaving out the rest of the group who is able to follow the discussion. Only
participants in the inner circle can contribute to the discussions. However, interested participants from outside can
join the inner circle by swapping seats with a participant from the inner circle. Participation in the inner circle is
voluntary and anyone can leave the circle and give another participant the opportunity to join in. The results and
experience of the fish bowl discussion may afterwards be reflected about in the plenary.
8. Group Assignment
The formation of smaller groups to work on a certain task or topic is a popular method that forms part of most
training activities. It enhances participation and interaction, helps the participant to get to know each other better,
build relationships and learn to cooperate and practice their skills.
The groups may either work on the same task or topic simultaneously or they may each get a different assignment.
The latter approach is particularly useful if many different (sub-) topics shall be covered in a short time.
The assignment/instructions may be clearly defined so that group has to work in a pre-defined format.
Alternatively, the assignment can be left more open to give the group a chance to work on the topic in their own
way, exploiting their own creativity.
In order for the groups to work in an organised and coordinated manner it may be advisable for the groups to
assign certain roles, e.g. a chairperson and a secretary. After the group work, each group may present (and
discuss) the results in the plenary. It is advisable to have a balanced mix of participants in the groups and it should
be avoided that participants simply form groups based on existing relationships. The facilitator may therefore use
methods for random group formation, for example by simply counting through in order to assign group numbers to
participants.
9. Role Play
In a role play participants are asked to act out a specific real life situation as a way to address a certain challenge
or problem and suggesting ways of how to handle it. Participants are assigned certain roles and are given
information about the person/ character they are representing.
A role play can help to trigger a discussion or reflection and allows for a change of perspectives. Role playing can
be done as a demonstration in front of the whole group or, it can be done simultaneously by small groups. It is
important that participants involved in the role play are properly briefed in advance and that after the role play a debriefing and reflection with the group takes place so that the impressions and lessons from the role play can be
discussed.
The participants should be given an opportunity to talk about how they feel, what they observed, what they
learned, and what they would do differently the next time. It is also important that after the role play the actors are
not being associated anymore with the roles they had taken in the play. The role play exercise can potentially be
sensitive since it may for example lead to misinterpretations or trigger emotions. Therefore the facilitator should
clearly explain the exercise and moderate the subsequent reflection in a sensitive manner. Participation in the role
play should be made voluntary.
10. Drama
Unlike the role play, the drama follows a script. The actors are briefed in advance on what to say and do and can
rehearse. Thus, the outcome is more predictable. The drama method can be very useful to illustrate a point in an
appealing way. It can help to explain issues in a way that people can understand more easily by relating to the
characters, their actions and relationships. Through a drama participants can learn while at the same time being
entertained. It can also help to reach people with a weak education background or weak or no literacy skills.
The challenge is that the drama can be very time-consuming and may therefore not be suitable for a short training
program. It also needs a good concept and storyline and highly motivated participants who take over the acting
roles.
11. Case Study
In a case study the facilitator presents a real life situation (or invented scenario) to the group, e.g. by telling a story
or showing pictures. The participants will then be asked to address the challenges, problems or dilemmas outlined
in the case study. This is a useful method to relate the topic of the training session to a real life situation which
encourages participants to develop more concrete ideas.
12. Quiz
A quiz can help to test the knowledge and skills acquired by the participants in the course of the training. It can
also be a good way of repeating what has been discussed and presented to enhance the learning effect. The
competitive element can also stimulate interest and alertness among the participants. A quiz can take different
formats. For example it can be a quick exercise during or at the end of a presentation or training session, but it can
also be turned into a whole session or event by organizing some kind of a quiz show in which groups or individuals
compete against each other and which brings in a strong element of entertainment.
13. Images/Codes
Pictures, photographs or short stories can be used as a code in order to present a challenge or problem that needs
to be solved. A code is a way of communicating a problem briefly and clearly to a group, which allows them to
reflect and examine it in order to gain new information or skills.
The participants may for example be confronted with a picture or short story and then be asked what they see in
the picture or what they heard in the story, what it means to them, and what their ideas are regarding the problem
or challenge described. The facilitator will initially not provide further details or additional information and rather let
the participants “explore” what they get out of the code.
14. Songs & Stories
Songs and stories can be used as codes but they can also serve other purposes. For example they can provide a
creative and entertaining way to present information. The facilitator may choose to use songs to pass on some
messages during the training. Reference can also be made to traditional folklore and participants may be asked to
sing a song that is related to the training topic. Songs and dances can also be used as energizers for the
participants.
15. Card Clustering
Card clustering is a useful tool to structure discussions and brainstorming exercises. Instead of an open
brainstorming or discussion, participants are asked to write their thoughts and ideas on cards (manila paper) which
are then collected and presented by putting them on the wall or on a flipchart.
The exercise can take different rounds. For example, in a first round it can have a brainstorming character and
cards are simply collected, read out and put on the wall. In subsequent rounds the contributions can be discussed,
further elaborated and for example grouped into certain categories. The method can be very effective and timeefficient since the participants have to stick to the most important points and express themselves through
catchwords or short statements on the cards. It is important that the facilitator instructs the participants to write
clearly, use few words and only put one idea on each card. Since the exercise requires material and a facility
where the cards can for example be displayed on a wall it may not be applicable in all contexts.
References
-
DFIF: Tools for Development (http://www.dfid.gov.uk/FOI/tools/)
-
The Community Toolbox: Developing Facilitation Skills.
http://ctb.ukans.edu/tools/EN/sub_section_main_1154.htm and
http://ctb.ukans.edu/tools/EN/sub_section_main_1155.htm
-
Miranda
Duncan:
Effective
Meeting
Facilitation:
The
Sine
Qua
Non
of
Planning
(http://arts.endow.gov/pub/Lessons/Lessons/DUNCAN1.HTML)
-
Michèle Neuland (1998): The World of Moderation. Künzell, Neuland Verlag
-
Roger Schwarz (2000): The Skilled Facilitator. San Francisco, Jossey-Bass.
-
Willkinson, M (2008). “Facilitation Excellence: The Seven Separators: What separates top facilitators from
good ones?” at: http://www.leadstrat.com/library/articles.asp.
-
Tarmiz, H. Jan de Vreede, Gert. S, I. (2006). “Identifying Challenges for Facilitation in Communities of
Practice.” Proceedings of the 39th Hawaii International Conference on System Sciences
-
Good Group Decisions (2007). “Characteristics of Good Meeting Facilitators.” Good Group Decisions, Inc.,
98 Maine Street, Brunswick, ME 04011. Accessed at: www.GoodGroupDecisions.com. July 2008
-
Willkinson,
Michael.
“Target
Characteristics
of
Facilitator
Candidates.”
available
at:
http://www.leadstrat.com/library/articles.asp. July 2008.
-
“Basic Facilitation Skills” (2002). The Human Leadership and Development Division of the American
Society for Quality. The Association for Quality and Participation, and The International Association of
Facilitators.
-
“Community of Practice Design Guide (2004). A Step-by-Step Guide for Creating Collaborative
Communities of Practice”
-
Dale Hunter, Anne Bailey and Bill Taylor (n.d): The art of facilitation
-
Thomas Justice and David W. Jamieson (n.d): The facilitator’s field book
-
Bonner Curriculum: Facilitation 101: Roles of Effective Facilitators
-
http://www.bonner.org/resources/modules/modules_pdf/BonCurFacilitation101.Pdf
-
Institute for Law and Justice: Facilitation Skills: Developing Facilitative Leadership
-
http://www.ilj.org/publications/docs/Facilitation_Skills_Developing_Facilitative_Leadership.pdf
-
Keating, Colma (2003): Facilitation Toolkit. A practical guide for effectively working with people and groups
-
http://www.dec.wa.gov.au/component/option,com_docman/task,doc_download/gid,1739/.
-
Prendiville, Patricia (2008): Developing Facilitation Skills. A Handbook for Group Facilitators
APPENDIX I – DO’S AND DON’TS FOR A FACILITATOR
As a Facilitator You SHOULD NOT:
Impose a solution on the group.
Bore your participants by giving long lectures.
Downplay people’s ideas.
Remember adults learn best by doing.
Push personal agendas and opinions as the
Use
“right” answer.
understands.
Dominate the group.
Allow any one person to dominate the
Take up too much time yourself.
discussions or to intimidate others.
Say umm, aahh repeatedly.
Be dogmatic about your own point of view.
Read from a manuscript.
(Listen to others!)
Tell inappropriate or offensive stories.
Use certain conventions or language that will
Make up an answer.
exclude certain groups from understanding the
Over-analyse issues and behaviours.
context of the discussion, or make them feel
Allow people to bully others in the group.
uncomfortable.
Talk a stance with one section of the group.
Assume participants all have the same
Develop favourites or favour one opinion within
expectations when the group first convenes.
the group.
Over-generalize behavior or have stereotypical
Talk (negatively) about a person in the group.
expectations of participants (tokenism).
Tell too much about your personal experience
Use (or allow others to use) disrespectful
and life.
language or tone, or disrespectful non-verbal
Assume the demographics of your group
communication.
(based on appearance).
Convey a sense of self-importance or
Leave all your planning to the last minute
superiority.
Stand on a stage above the people. (Rather
Allow only the dominant or more verbal
create a semi-circle facing a side wall. In the
participants to take over the conversation.
same way, if the workshop is taking place
Discourage
outside, allow people to form a semi-circle
arguments.
around you next to a wall or a surface where
Try to be someone else (be yourself!).
you can put up posters and/or newsprint.)
unfamiliar
jargon
alternate
which
views
or
no
one
counter-
As a Facilitator You SHOULD:
Know the material before doing the workshop.
Prepare a manual and make some guiding
Exude confidence. (Be clear, enthusiastic,
notes.
breath!)
Work out your time accurately and stick to it.
Use humor, stories, and examples that directly
Make sure you have everything you need
relate to their work.
before the session starts.
Select an appropriate activity that will meet the
Check what language participants wish to use
needs of your group and have lots of fun
in the workshops.
energizers/icebreakers on hand.
Use the language which is best understood by
Have lots of visually appealing handouts and
most of the participants.
flip charts.
Use familiar words, terms and examples.
Determine
needed
supplies,
room
Be flexible. Adapt your workshop to meet the
requirements, and chair setup.
needs of the participants.
Think through the exercise and visualize
Always hang posters and/or newsprint on a flat
potential problems and pitfalls one of the
steady surface. (Do not let them flap in the
biggest is not allotting enough time for
wind.)
activities.
Always summarise important points raised and
Clearly explain activity directions and be
drive towards consensus. This is important
prepared for questions.
because the objective of any adult learning
Observe
individual
participation
and
activity is to arrive at a collective solution
involvement during exercises.
Allow participants to introduce themselves.
Be aware of individuals that may be
Be clear up front about expectations and
experiencing discomfort or who are not
intentions amongst
participating.
facilitator.
Follow up the exercise with discussion.
Use inclusive language.
Processing will reveal the thoughts and feelings
Ask for clarification if unclear about a
never expressed previously.
participant’s intent or question.
Be available to talk/debrief with participants
Treat
during break times and before/after the training.
consideration.
Evaluate needs of the group, especially at the
Develop an awareness for barriers for learning
end of the day to see what you can change for
(cultural; social; experiential, etc).
participants
participants
with
and
respect
the
and
the next day.
Provide
Evaluate the experience and write down notes
participants to gather their thoughts and
for future trainings.
contribute to discussions.
Respect the knowledge and experience of
Provide opportunities for participants to pair-
participants.
share.
Draw on the collective wisdom of the group.
Give attention to speakers.
Build tolerance and patience for other people’s
Be aware of your body language.
views.
Listen to your own body.
Actively involve everyone in the workshop.
Accept responsibility for your reactions and
Vary your activities so as to avoid boredom.
responses.
Present each theme or issue clearly.
Accept and acknowledge your errors and
Encourage people to ask questions.
mistakes.
Plan your sessions thoroughly.
sufficient
time
and
space
for