Facilitation for Leaders - Thought Leadership Series - 11-13-12

Facilitation for Leaders How to Use Facilitation Skills to Transform Your OrganizationAdapted from The Effective Facilitator 4-day class

© 2010 L EADE RSHIP STRATEG IES, INC .

www.leadstrat.com

A. Who is Leadership Strategies?

The leading provider of facilitators and facilitation training in the U.S.

Over 500 facilitators under contract through the Find a Facilitator Database

Public classes in Atlanta, Boston, Chicago, Dallas, DC, Denver, Los Angeles, NY, San Francisco, Sydney, Toronto

Over 16,000 trained in facilitation skills through The Effective Facilitator course

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B. Your Facilitator

Michael WilkinsonCertified Master Facilitator

FACI

LITA

TOR

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Managing Director of Leadership Strategies Author, The Secrets of Facilitation, The

Secrets to Masterful Meetings and Buying Styles

One of the first five Certified Master Facilitators in the world

Founder of the National Facilitator Database (www.findafacilitator.com)

Board member of the International Institute for Facilitation

Named Facilitator of the Year by SEAF, 2003 Co-Program Chair of the IAF, 2007

C. Session Objectives

1. Outline a comprehensive methodology for facilitating groups2. Provide over a dozen techniques you can begin using

immediately3. Provide next steps for those who would like to learn more

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D. Session Agenda

I. Getting StartedII. Overview of the Principles of FacilitationIII. Facilitation Tools and TechniquesIV. Next StepsV. Questions & Answers

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Poll #1: Experience Level

How many facilitated sessions have you led or attended in the last twelve months?

More than 20 10 to 19 5 to 9 1 to 4 None

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II. Facilitation Overview

The Scenario: Facilitating SolutionsWhen we created the answers 100% Solution – 15% Implemented When they created the answers 85% Solution – 80% Implemented Why?

ED = RD x CDEffective Decision

Right Decision

Commitmentto Decision

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Sr. Manager with E&Y Management Reviews Facilitated Solutions

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The Principles Summarized

Principle 1. PREPARING FOR SUCCESSCover All the Bases

Principle 2. GETTING THE SESSION STARTEDInform, Excite, Empower, Involve

Principle 3. FOCUSING THE GROUPEstablish the Course Avoid Detours

Principle 4. RESPECTING THE POWER OF THE PENUse It, Don't Abuse It, Make It Theirs

Principle 5. INFORMATION GATHERINGKnow Your Tools and How to Use Them

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The Principles Summarized

Principle 6. MANAGING DYSFUNCTIONConscious Prevention, Early Detection, Clean Resolution

Principle 7. CONSENSUS BUILDINGGenerate a Consensus-Focused Process

Principle 8. KEEPING THE ENERGY HIGHSet the Pace, Anticipate Lulls, React Accordingly

Principle 9. CLOSING THE SESSIONReview, Evaluate, Close, Debrief

Principle 10. AGENDA SETTINGAdapt Your Agenda to Address the Need

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The Facilitator’sMethodology

GROUP DYNAMICS

Preparingfor Success

Getting the Session Started

Focusingthe Group

Closingthe Session

The Powerof the Pen

Information Gathering

Keeping the Energy High

Managing Dysfunction

Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

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THE FACILITATION CYCLE

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

10


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Poll #2: True or False?

Outside of logistics, the three most important things to know in preparing for a meeting are the 3 Ps: the participants, the desired products, and the process or agenda.

Answer: FALSE! Why: The MOST IMPORTANT thing

to know in preparing for a meeting is the meeting purpose

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A. Interview SponsorB. Identify Key Roles in

the sessionC. Define Objective and

AgendaD. Prepare Sample

DeliverableE. Know the Process Cold

Principle 1 – Preparing for SuccessCovering All the Bases

F. Educate the Project TeamG. Prepare for Hat TechniqueH. Interview the ParticipantsI. Get Oriented on the

Business AreaJ. Prepare the RoomK. Prepare Opening

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Preparation

The 5 P’s:– Purpose – Why are we having this session?

– Product – What do we need to have when we are done?• Hands – What do they need to have in their hands when the session is

over?• Head – What do you want them to know?• Heart – What do you want them to believe?

– Participants – Who will be attending? What are their attitudes?

– Probable Issues – What issues will be addressed?

– Process – What steps will get us there?

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

10


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After introductions if necessary, meetings should generally start with a review of the agenda.

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Answer: FALSE! Why: Start with purpose.

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A. Set-up with 30 Minutes to spare

B. Optimize Your Set-upC. Utilize the Gathering

Period D. Kick-off PromptlyE. Set the Stage with Your

Opening F. Memorize Your Opening

Principle 2 – Getting the Session StartedInform, Excite, Empower, Involve

G. Effectively Deliver Your Opening

H. Request Participants’ Objectives

I. Review the AgendaJ. Establish Ground RulesK. Define the Parking BoardsL. Define ConsensusM. Open "On the Fly"

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Set the Stage With Your Opening

EXCITE

EMPOWER

INVO

LVE

INFORM

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Through your opening words, you must … – Inform participants about the purpose and

product.– “The purpose of this meeting is…

when we are done we will have…”

EXCITE

EMPOWER

INVO

LVE

INFORM

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Through your opening words, you must … – Excite participants about benefits. –What is the overall result to

be achieved? WII-FM?


EXCITE

EMPOWER

INVO

LVE

INFORM

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Through your opening words, you must … – Empower participants by discussing the important

role they play in the process. –Why were they selected?

What authority have theybeen given?


EXCITE

EMPOWER

INVO

LVE

INFORM

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Through your opening words, you must… – Involve participants –Ask their personal objectives

or gain participation.


EXCITE

EMPOWER

INVO

LVE

INFORM

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Which are we best at? Which are we worst at? Let’s look at 2 Examples

Set the Stage With Your Opening EXCITE

EMPOWER

INVO

LVE

INFORM

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X -

Excite Example #1

Good morning, it’s a pleasure to be here this morning. Our objective for the next two days is to walk away with a plan

for improving the hiring process (inform). What is exciting about this? If we are successful, we will walk away with a new hiring

process that will help our organization get the right people hired and get them hired quickly.

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Excite Example #2

Good morning, it’s a pleasure to be here this morning. Our objective for the next two days is to walk away with a plan

for improving the hiring process (inform). What is exciting about this? Today you may have people on your staff who don’t have the

skills or the attitude you need. As a result, you are having to work much harder to make up for what they aren’t doing. This is your opportunity to put strategies in place to ensure that you get the people you need to get the work done.

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Example 1 If we are successful, we will

walk away with a new hiring process that will help our organization get the right people hired and get them hired quickly.

Which is better? Why?

Example 2 Today you may have people

on your staff who don’t have the skills or the attitude you need. As a result, you are having to work much harder to make up for what they aren’t doing. This is your opportunity to put strategies in place to ensure that you get the people you need to get the work done.

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Example 1 If we are successful, we will

walk away with a new hiring process that will help our organization get the right people hired and get them hired quickly.

Which is better? Why?

Example 2 Today you may have people

on your staff who don’t have the skills or the attitude you need. As a result, you are having to work much harder to make up for what they aren’t doing. This is your opportunity to put strategies in place to ensure that you get the people you need to get the work done.

NOTICE THE # OF“YOU” AND “YOUR”!

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With Excite: Say “you” or “your” at least 4 times!

EXCITEEMPOWER

INVO

LVE

INFORM

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

10


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A. Set the course with checkpoints

B. Restart with extended checkpoints

C. Warm up the groupD. Use your PEDEQSE. Label charts to improve

focusF. Redirect side issues

Principle 3 – Focusing the GroupEstablish the Course, Avoid Detours

G. Use extended prompt questions

H. Summarize resultsI. Be conscious of timeJ. Use breakout sessionsK. Know when to regroup

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Set the Course with Checkpoints

At the beginning of each facilitated process…

REVIEW PREVIEW

BIG VIEW

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Set the Course with Checkpoints

ReviewReview quickly what has been done to date.

Preview Describe briefly what the group is about to do.

Big ViewExplain how the previewed agenda item fits into the overall objective of the session.

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Sample Agenda

Purpose: Define the changes necessary to increase the efficiency and effectiveness of the hiring process

Agenda:A. IntroductionB. How does it work today?C. What are the problems and root causesD. What are the potential improvementsE. Prioritize improvementsF. Develop an implementation planG. Review and close

Review-Preview-Big View

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We have just completed… Next we are going to… This is important because…

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Sample Agenda


Agenda:A. IntroductionB. How does it work today?C. What are the problems and root causesD. What are the potential improvementsE. Prioritize improvementsF. Develop an implementation planG. Review and close

Review-Preview-Big View

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We have just completed… Next we are going to… This is important because…

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Redirect Side Issues

Monitor comments for relationship to the process underway. If the discussion goes off track, use a redirection question.

-“That’s a good point. Can we put it on the

issues list so we don’t forget it?”

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

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When recording information on a flip chart, it is okay to paraphrase as long as you ask people for permission.

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Answer: FALSE! Why: When you write your words, you

disempower the group and reduce ownership.

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A. Write First, Discuss SecondB. Write What is SaidC. Add Your Words

DiscriminatelyD. Ask, Don’t TellE. Write So They Can Read

ItF. Use Additive Editing

Principle 4 – Power of the PenUse It, Don't Abuse It, Make It Theirs

G. Avoid Lulls While WritingH. Assign an Order to Your

SpeakersI. Use Multiple Flip ChartsJ. Employ the Right

Recording ToolK. Post According to Your Wall

Plan

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Record what is said without regard to valueof completeness– If what is said is incomplete…

Record it!– If what is said can be

improved upon…– If what is said is not what you

were looking for…– If what is said is wrong…

Still Record It!

Write First, Discuss Second

By recording what is said, you are saying “Thank You” for making a contribution

You can use your questioning techniques to make sure that the comment is refined or deleted later

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Write What is Said

Record as many of the speaker’s words as is necessary It is not necessary to record all the speaker’s words If you are not certain what was said, ask for confirmation, or

ask for the headline

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

10


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When formulating questions to get lots of ideas, the most important attribute of the question is that it is open-ended.

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Answer: FALSE! Why: The key is formulate a question that helps

the participates visualize the answers!

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A. Ask Great Starting Questions

B. Guide With Reacting Questions

C. Float Ideas if NecessaryD. List to Gather Details

Principle 5 – Information GatheringKnow Your Tools and How to Use Them

E. Brainstorm to Generate Ideas

F. Group to CategorizeG. Prioritize to Identify Key

ItemsH. Lobby to Gain Buy-In

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The Starting Question

Question Type A The first thing we want to talk about are inputs. What are the inputs to the scheduling process?

Question Type BIf you were about to develop the school schedule, what is the information you would need to have close by?

You are interviewing a group of school registrars to talk with them about the scheduling process. Which is the better starting question? Why?

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Ask Great Starting Questions

Three parts to a great starting question– Begin with an image building phrase (“think about”, “imagine”,

“consider”, “if”)

– Extend the image to the answers (at least two phrases)

– Ask the direct question (Type A) to get the information you want

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But you build the question from the

bottom up!-


You want the participants to identify the steps in the hiring process.

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What is the Type-A question? “What are the steps in the hiring process?”How do you extend the image to the answers? (use synonyms) Think about all the things you had to do to get that person hired,

all the actions you had to go through, all the people you had to talk with, the forms and everything.

What image-building phrase can you use? “Think about the last time your hired someone.”

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But you build the question from the

bottom up!


You want the participants to identify the steps in the hiring process.

The Type-B Question “Think about the last time your hired someone. Think about all

the things you had to do to get that person hired, all the actions you had to go through, all the people you had to talk with, the forms and everything. What are the steps in the hiring process?”

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Ask Great Starting Questions – YOUR TURN!

You want the participants to identify the PROBLEMS with the hiring process.

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Now, think of an image building phrase and then…Type your Type B question in the CHAT BOX.

What are synonyms for problems? Challenges Barriers Things that went wrong

What is the Type-A question? “What are the problems with the hiring process?”

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1.ImageBuildingPhrase

2.ExpandImage toAnswers

3.Ask theType A

Ask Great Starting Questions – YOUR TURN!

You want the participants to identify the PROBLEMS with the hiring process.

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The Type-B Question “Think about the last time your hired someone. Think about the

problems you had, the things that went wrong, the challenges you had to overcome to get that person hired. What are the problems with the hiring process?”

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When do you use a Type-B?– At the beginning of every agenda item

It takes preparation!– If you don’t prepare, you will most likely use a Type-A

Create a list of Type-B questions for the standard sessions you facilitate.

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

10


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Principle 6 – Managing DysfunctionConscious Prevention, Early Detection, Clean Resolution

A. Understand Dysfunctional BehaviorB. Separate Symptom from Root CauseC. Focus on PreventionD. Detect Non-Verbal CuesE. Address Dysfunction EffectivelyF. Inform the Group When AppropriateG. Reward Functional BehaviorH. Respond Appropriately When Challenged

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Dysfunctional Behavior

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* Arriving late, leaving early

* Silence, lack of participation

* Folded arms, facing door or windows

* Side Conversations

* Doing other work in the session

* Negative physical reactions

* Audible sighs of displeasure

* Negative comments about a participant

* Verbal attack directed at a participant

* Leaving the room in disgust

* Physically attacking someone

Degree of Dysfunction

Seve

rity

of D

isru

ption

As the degree of thedysfunction increases,the severity of thedisruption causedby the dysfunctionincreases as well

Poll #6: Dysfunctions?

Which of these dysfunctions is common in your organization? – check as many as apply Arriving late, leaving early Silence, lack of participation One person dominating Side conversations People doing other work, Blackberries

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Understand Dysfunctional Behavior

Dysfunctional behavior is any activity by a participant which is consciously or unconsciously a substitution for expressing displeasure with the session content, the facilitation process, or an outside factor.

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Separate Symptom from Root Cause

Treat dysfunctional behavior as a sign that the participant is asking for help

The participant is waving a red flag that is masking the real issue (root cause)

Dysfunctional behavior is a symptom Dysfunctional behavior tends to get worse over time

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Address Dysfunction Effectively

APPROACH PRIVATELY OR GENERALLY

EMPATHIZE WITH THE SYMPTOM

ADDRESS THE ROOT CAUSE

GET AGREEMENT ON A SOLUTION

The general formula for addressing dysfunction:

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Late Arriver / Early Leaver Drop-out* Loudmouth Storyteller Broken Record

Dealing with Dysfunction

Naysayer* Whisperer Workaholic Verbal Attacker Door Slammer Physical Attacker

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Dysfunctions – DROP OUT

Dysfunction Suggested ActionDrop-outMaintains silence, fails to participateFolds his/her arms, faces door or window

- Remind the group of ground rules. (Everyone speaks)

- Employ a round-robin brain-storming activity to get everyone involved.

- Occasionally stand next to the person or direct questions at a variety of people, including him/her.

- Discuss privately during break to ensure there is not an additional problem.

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Dysfunctions - NAYSAYER

Dysfunction Suggested ActionNaysayerDemonstrates negative physical reactionsVoices audible sighs of displeasure

- Say with optimism, or jokingly, "It appears that we have some concerns about this alternative. Let's talk about it. What are the issues?"

- Seek buy-in by asking, "How can this be made better?"

- At the break, attempt to reach a solution in which the person will openly speak about concerns during the group session.

- Be sure to get all the issues out.

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

10


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Many, if not most, disagreements would be solved if you could just get people to listen to one another.

Answer: TRUE!

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A. Understand DisagreementB. Start with ConsensusC. Decide if Agreement is

NecessaryD. Let Participants Seek

AgreementE. Take Control As NecessaryF. Delineate Alternatives

Principle 7 – Consensus BuildingGenerate a Consensus-Focused Process

G. Identify Strengths and Weaknesses

H. Merge AlternativesI. Use Ranking TechniquesJ. Converge on a SolutionK. If All Else Fails, Move On

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Understand Disagreement

Level 1: Each has not clearly heard and understood the other’s alternative and/or their reasons for supporting the alternative

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Level 2 – Each has heard and understood the alternative or supporting reasons, but has had different experiences or hold different values that result in a different preference

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Role Play from The Secrets

Sherry I’ve been thinking about our vacation for next year, and I’ve got it! There’s a ten-day tour of Italy that takes us to eight cities, including Rome, Venice, Tuscany and Florence. It’s perfect. What do you think?

Michael That does sound like a wonderful tour. But I have really been look forward to going to the beach this year.

Sherry Oh come on, Michael. Let’s go to Italy. We haven’t been there before. It’ll be fun.

Michael Oh Sherry, darling, baby (in my best impression of the deep baritone of singer Barry White). Let’s go to the beach. It’ll be quiet and restful.

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Role Play from The Secrets

Sherry Now Michael, you’ve been out of town a lot this year, which has left me home to do both my job and take care of the kids solo, so we really should do what I want to do. Let’s do Italy.

Michael You are right Sherry. I have been out of town a lot this year and it has worn me out. I really need a break. Let’s go to the beach.

Sherry No, we are going to Italy.Michael No, we are going to the beach.Sherry Italy!Michael Beach!Sherry Italy!

Level 2 – Different Values/Experiences -

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Level 3 – Disagreement is based on personality, past history with one another, or other factors that have nothing to do with the alternatives being discussed

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Level 3 Disagreements

A disagreement based on personality or past history can not be resolved within the session – don’t attempt to resolve it

Recognition:– Irrational, No commitment to finding a solution

Action:– Take it to a higher source! -

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Level 1: Delineate Alternatives

Check to determine if consensus has been reached

Alternative #1

How much? How long? Who is involved? What is involved?

Alternative #2

How much? How long? Who is involved? What is involved?

For each alternative, directspecific questions to its supporters

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Level 2: Strengths and Weaknesses

Check to determine if consensus has been reached

Identify the strengths of each alternative

Then, identify the weaknesses of each

Alternative #1 Italy

Alternative #2Beach

Strengths Strengths

— Varied locations— Places we haven’t been— Lots to do

— Rest— Sleep in same bed— Water sports

Weaknesses Weaknesses

— Hectic schedule— Repack every day— No water sports

— Same location— Nothing different— Same activities

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Level 2: Merge Alternatives Identify key

strengths of each Create a third

alternative which incorporates the key strengths

Delineate merged alternatives once they are identified

After defining merged alternatives, take a consensus check

ALT. #3A

CRUISE!

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Alternative #1 Italy

Alternative #2Beach

Strengths Strengths

— Varied locations— Places we haven’t been— Lots to do

— Rest— Sleep in same bed— Water sports

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**

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

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Level 1 Energy

Time

Ener

gy L

evel

1

2

Awake

Asleep

3

0

For most of us, our normal speaking voice has just enough energy to keep people awake.

Over the course of a meeting, however, our voices tend to trail off and we fall below the line.

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Level 2 Energy

Time

Ener

gy L

evel

1

2

3

0

If you raise your energy to level 2, you start out great.

But you still trail off below the line.

Awake

Asleep

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Time

Ener

gy L

evel

1

2

3

0

Start your energy at level-3. When it trails off,

you will be at your normal speaking voice.

Awake

Asleep

Make your first words Level 3!

Level 3 Energy

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Time

Ener

gy L

evel

1

2

3

0Awake

Asleep

Reset the energy level following every break

Level 3 Energy

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

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9

5

6 7 8

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Before a meeting ends, the meeting leader should always or almost always review what was done, identify open issues, and define next steps.

- Answer: TRUE!

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Principle 9 – Closing the SessionReview, Evaluate, Close, Debrief

A. Request Time Extensions if NeededB. Review the Activities PerformedC. Review Session PurposeD. Review Personal ObjectivesE. Review Parking BoardsF. Ask Participants to EvaluateG. Close and Set the StageH. Use Partial Close as NeededI. Debrief with Planning TeamJ. Debrief with SponsorK. Document Session Results

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Parking Boards (IDA)

ACTIONS LIST Actions to be performed sometime after the completion of the session.

DECISIONS LISTDecisions that are made by the participants during the session.

ISSUES LIST

Items relevant to the session that require a decision but will be discussed later or outside the session

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Review Parking Boards – ISSUES LIST

Clear the Issues List For each issue, ask:– Have we covered it?– Do we need to cover it?– Do we need to cover it now?

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Issuesxxxxxxxx xxxxxxx xxxxxxx xxxxxxxx xxxxxxxx

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Checkpoint

GROUP DYNAMICS



Focusingthe Group

Closingthe Session

The Powerof the Pen




Consensus Building

AgendaSetting

1 2 3

4

9

5

6 7 8

10


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Principle 10 – Agenda SettingAdapt Your Agenda to Address the Need

A. Choose Agenda Based on ObjectivesB. Tailor Agenda to Specific NeedC. Incorporate Consensus-Building PrinciplesD. Construct a New Agenda as NeededE. Confirm Agenda with Project TeamF. Prepare a Detailed AgendaG. Track Performance Against AgendaH. Record Process NotesI. Incorporate Recommendations

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Agenda Models

1. Strategic Plan2. Project Plan3. Project Status4. Issue Resolution5. Basic Improvement Model6. Process Re-engineering7. Information Needs Analysis8. Process Modeling9. Data Modeling10. Procedure Design

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Construct New Agenda

1. Determine the critical question2. Determine the preparation questions3. Determine the logical order of the

preparation questions4. Transform the questions into agenda items

Session Objecti

ve

Critical Questi

on

Preparation

Questions

Order of

Questions/Processes

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1. Determine the critical question– What will the new hiring process be and what are the steps for

implementing it?2. Determine the preparation questions– What are the steps in the current process?– What’s good about the current process?– What’s wrong with the current process?– What can we do to improve it?– What will the new process look like?– What are the steps to create the new?

Session Purpose: Improve the Hiring Process

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3. Determine the logical order of the preparation questions 4. Transform the questions into agenda items

Session Purpose: Improve the Hiring Process

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Agenda:A. IntroductionB. How does it work today?C. What are the problems and root causes?D. What are the potential improvements?E. Prioritize improvementsF. Develop an implementation planG. Review and close

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DONE! Review Objectives

1. Outline a comprehensive methodology for facilitating groups

2. Provide over a dozen techniques you can begin using immediately

3. Provide next steps for those who would like to learn more

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Next Steps – Learn MORE!

If you would like to learn more: Public Classes: The Effective Facilitator, The Facilitative Consultant– Atlanta– Boston– Chicago– Dallas

Private Class: At your company– Most cost-effective for 8 or more

Online Classes: Facilitating Virtual Meetings(1.5-day)

Book: The Secrets of Facilitation

Facilitator Guides: 15 step-by-step facilitation guides for meeting leaders (ex. Strategic Planning, Project Planning, etc.)

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– DC– Denver– LA– New York

– San Francisco– Sydney, AU– Toronto, CA

Questions?

[email protected]

800.824.2850

Or, submit your questions for open discussionon the Linked-In “Leadership Strategies

Facilitation & Leadership Community” Group

Join us on Facebook at www.Facebook.com/Leadstrat

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mailto:[email protected]

Facilitation for Leaders - Thought Leadership Series - 11-13-12

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Transcript of Facilitation for Leaders - Thought Leadership Series - 11-13-12