Ideas Flow

A handbook
of strategies
for group activity
in
meetings,
conferences,
workshops,
for
Churches,
community groups
etc.

by Leigh Wilson
 INDEX

1. Why “Ideas Flow” ?

a) The need
b) The belief
c) Involving members
d) The answer

2. Planning and Preparing for a Meeting or Conference

a) design
b) publicity
c) preparation
d) leadership
e) particular situations

3. Putting It into Action

a) forming groups
b) opening discussion of a topic
c) assessing new or existing ideas
d) discussing complex topics
e) concluding a session

4. Follow Up

assessing effectiveness

5. Using “Ideas Flow” in Churches

a) My theology and philosophy

b) My experience
c) Using Ideas Flow in Church activities

6. Appendix

a) Problem Solving
b) Planning Strategy
c) Learning Retention Rates
d) Leadership Styles
e) Six Thinking Hats
f) Useful Resources
1. Why “Ideas Flow”?

a) The Need
I've been to many meetings, conferences and workshop sessions, both as a leader and as a participant;
At these gatherings, I've been -
* bored ...because no-one will say anything;
* frustrated ...because the chairperson has made up his/her mind; and
* annoyed ...because a lot has been said, but we didn’t seem to get anywhere.

If that has been your experience, either as a leader or as a participant, then IDEAS FLOW is for you.

as a leader of a group / session / conference,

IDEAS FLOW
* will help you to draw out the comments and ideas of the members.
* will enable you to make full use of the time available.

as a member of a group,
IDEAS FLOW
* will make it easier for you to have your say.
 will help make meetings more interesting.


and for each of you,

IDEAS FLOW
* will help you to feel that you have achieved something.

In business and industry, where efficiency and progress are of paramount importance, methods have been developed
which take full advantage of the ideas and skills of everyone, while making full use of limited time and other resources.

IDEAS FLOW is a handbook of methods which have proved useful in schools, churches, community and business
organisations.

b) The Belief
In any organisation, large or small – decisions are constantly being made.
They may be policy decisions, of great importance
or every-day decisions of how something will be implemented.
Often these decisions are made by the leader (Chairman, Manager, Principal) on the basis of their own considered
opinion, or after consultation with his/her chosen advisors.
These decisions affect people who must carry out what has been decided.

Within business and commerce the credo of recent years is -

“People are our greatest resource”

It follows that the more fully the members are involved in the decision-making process, the more enthusiastic
they will be at implementing these decisions.
So how do we -
involve them?
draw them out?
move them on?

Leaders may feel that their members are uninformed, or disinterested, so that they have little to contribute to the process
of decision-making.
And members may feel that the contributions are not wanted, or are not worth making.
c) Involving Members
However in many organisations, there are members who are interested and wish to be involved in the decisions which in
turn shape them.
Everyone - is educated
is informed
has an opinion

They may have participated in a situation similar to one we may be contemplating, and so they can suggest
possibilities and pitfalls we haven’t thought of.

Those who are older, or more experienced, have a larger fund of ideas from which to draw,
while those who are younger or less experienced often contribute fresh, original thoughts to the subject under
discussion.

They have
ideas,
opinions,
experiences,
reactions
which they have gained from the unique experience of life.

Many are experts on one facet of knowledge, not so much by training as by personal interest, developed through -
their hobby
or pastime,
their reading
or research
Usually they only share this information and understanding with other enthusiasts.

Already they are expressing their individual thoughts in the choice they make of their -
occupation
interests
appearance
home and possessions
decor of rooms, home or garden
gift giving

Those who are responsible for decision-making may easily overlook the value of the contribution which ordinary members
can make.
For the sake of speed, or efficiency, or to preserve the status quo, decisions may be made on the basis of a limited
range of opinions and information.
To ignore or under-rate the contribution of ordinary members is to limit the effectiveness of the decision and its
implementation.
Many organisations do invite discussion of topics and decisions by their members. When this is done in open meetings,
the tendency is for only some members to contribute, while many remain silent.
Usually though, informal discussion takes place between members after the meeting. New insights, pressing questions,
etc. are lost, because they were not brought into the formal discussion process.

As Leaders, planning a meeting, we need to consider -

a) why people have come -

is it voluntarily,
or are they under some sense of compulsion or obligation?
b) what happens while they are there
c) what they will do as a result of having been there

The assumption is that those who contribute their thoughts are interested, and those who do not are disinterested.
This is an over-simplification.
The most likely to contribute to any discussion are -
The more experienced,
the more dominant,
the more persistent,
the more vocal,
the more prepared,
those who can think quickly,
those who can express themselves best,
those who catch the leaders eye (or attention),
those who are alert.

While those least likely to contribute are-

the least experienced,
the shyest,
the quiet ones,
the least prepared,
the slow thinkers,
those who don't express themselves well,
those who don’t understand the subject,
those in the back row,
those who are tired,
the disinterested.

If it is a serious Intention to encourage everyone to take part in decision-making: settings are needed which will minimise
all obstacles, and encourage all members to participate.

d) The answer
The simplest and most effective method is to divide the gathering into small groups.
This may be done quite simply, whatever the setting.

Advantages
Although small groups take more time, they are more productive, because -
they lead to valid decisions, not spontaneous superficial decisions.
they encourage participation, causing members to feel that their opinions matter.
they allow greater opportunity to clarify subject-matter, and to interpret it to the particular needs,
situations, and experiences of the members of that group.
They help to humanise and personalise the organisation
they create a greater interest
they involve people more, by honouring their knowledge, understanding and contribution.

Disadvantages
small groups take longer to organise
people may share inaccurate or incomplete information
quick thinkers and incessant talkers may dominate the discussion
2. Planning and Preparing for a Meeting or Conference
a) Design
Determine the purpose of the meeting, taking into account the relevance of the occasion for those taking part
a) Is it -
- to gather all existing Ideas together
- to gain as many new ideas as possible
- to assess the value of a range of new, or existing ideas
- to develop a working plan;
- to ascertain support for an established programme.

b) Is there-
- a problem to be solved
- a series of challenges to be considered
- an issue to be discussed
- a topic to be studied

Choose a person, or persons, to gather any necessary information.

This may be-
- A survey of all people or organisations concerned
- Interviews with all or some of the people affected
- An excursion, to see the situation first-hand;
- A summary of ideas already known.

b) Publicity
Prepare advance information for all participants by means of-
a) Simple Announcement, spoken or written;
b) A statement of issues, or problems;
c) A summary of various viewpoints
d) A paragraph, diagram, etc. which describes the problem or issue;
e) an article, extract, or comment which highlights the issue, or aspects of it.
f) A "think board" onto which interested folk may add their comments
g) An explanation of what uses will be made of the information gained
(this is essential to ensure the whole-hearted participation of members)
h) SMS, Facebook or Twitter

c) Preparation
I) Setting Up
Determine the facilities which are available, or which will be required-
a) Size of room, or rooms;
b) Availability of room dividers, or extra rooms
c) Length of session, or sessions;
d) Seating arrangements;
e) wall-boards, or wall space for notices
f) Screen, or light coloured wall
g) Data Projector.

ii) Designing programme

Choose, and prepare -
a) The format of the meeting;
b) Introduction of subject matter
c) Group activity
d) summing up
d) Leadership
Choose and prepare those who will have leadership responsibilities.
Leadership of small groups becomes more important as the tasks of the group become more complex.

For simple idea gathering / fact finding / idea-assessing tasks,

any responsible member of the group may act as leader.

For general discussion of a topic, or discussion towards a needed solution, or consensus of opinion ,
then a prepared leader is necessary.

Leadership is for the purpose of encouraging participation

rather than bolstering opinions already held.

Essential qualities of a group leader include –

a) The ability to listen
b) Respect for all members and their opinions
c) the ability to sum up
d) a sense of direction

Take into account any factors which may affect the participation of the members -
a) Will members know each other?
b) Will members come to the session feeling fresh or weary?
c) Will the subject matter generate strong emotional reactions?

Note: Leadership styles and responsibilities.are described in the Appendix.

e) Particular situations
a) When members of the groups haven’t met before -
Encourage all members to form pairs or foursomes with others whom they don’t know, or don’t know very well
(They may do this by moving around the room or by turning to the person behind or beside them)

Allow 2 - 3 minutes for each person to find out something about each other -
* name
 occupation
 family
 interests
or
* how far they have travelled to the session
* something interesting that has happened to them today
* how they feel right now

Then members of the foursome or pair are to introduce each other (not themselves) to another pair or foursome;
or if the group is not too large, have each member introduce the person next to them to the whole group.

b) When members meet after a busy day.

* encourage all members to form pairs or foursomes with people whom they don't normally associate with
* allow 2 - 5 minutes for each person to say ---
* A frustration I’ve encountered today
* Something I’ve learned today
* The best moment so far today
* Something I mustn’t forget to do after this session ends

c) When members meet after a Meal

introduce a change of activity, involving the use humour, role plays, or movement -
e.g. Fishbowl or Values Voting
d) When the issues are likely to be emotive.
Identify the emotions involved. When this is done, the range of emotional responses becomes another factor
to consider.
Have members individually choose the words most clearly describing their attitude at present.
Have members discuss these in foursomes (and if possible, share also with the whole group).
Leader to acknowledge these reactions and comment on the fact that emotive reactions are normal
and natural but need not inhibit logical discussion.
If emotive reactions are strong, members with similar reactions may prefer to meet in the one group.

Some emotive words:

afraid anxious

calm confident

delighted embarrassed

enthusiastic frustrated

hesitant impatient

inferior insecure

nervous repulsed

sensitive suspicious

sympathetic tense

tentative trusting
3. Putting it Into Action
a) Forming Groups
I) ad-hoc - Buzz Groups
Groups may be formed where people are.
With moveable seating, 3 - 6 people may move their seats closer together.
With fixed seating, people may simply lean forward or back to be closer to the others.

When time and circumstances permit, chairs may be arranged around tables or in circles,
or alternate benches or seats may be reversed to form pairs of seats opposite each other.
These arrangements are preferable, as they permit all participants in the group to see each other.

ii) Structured Groups

make every effort to arrange a mix of backgrounds – gender, age, nationality, from country or city, etc.
use colour coded name tags prepared before-hand
use jig-saw pieces - one set for each group, and participants must match up their pieces
numbering off – if you need groups of six, in a gathering of 30 folk, have everyone number off
– 1 2 3 4 5, 1 2 3 4 5, and have all number 1's form a group, and so on.
– in this way, folk are not grouped with those they already know.

Arrange seating in two concentric circles, facing each other

form buzz groups and after each topic or question, have folk in outer circle move one seat to left, and those
in the inner circle move one seat to the right; in this way participants are constantly forming new groups

b) Opening Discussion of a Topic

I) 5 minute definitions

Have everyone define in a sentence the subject / problem / issue in their own words.
Then people gather in 4's or 6's and share their definitions.
Each group to choose the best/clearest/ freshest definition to share with whole group.

ii) Six Honest Serving Men .(with thanks to Rudyard Kipling)

I KEEP six honest serving-men

(They taught me all I knew);
Their names are What and Why and When
And How and Where and Who.
I send them over land and sea,
I send them east and west;
But after they have worked for me,
I give them all a rest.

I let them rest from nine till five,

For I am busy then,
As well as breakfast, lunch, and tea,
For they are hungry men.
But different folk have different views;
I know a person small—
She keeps ten million serving-men,
Who get no rest at all!

She sends 'em abroad on her own affairs,

From the second she opens her eyes—
One million Hows, two million Wheres,
And seven million Whys!

Use these questions to open up new aspects of a subject.

 Iii) 20 questions

Have everyone list all the questions they have about the particular issue
or,
have them list all things they need to know before discussion commences.
Then people gather in groups of 4 - 6 to compile their questions
arrange for leader, resource person, or expert to provide this basic information before further discussion follows

iv) Written reactions

Issue printed sheets containing information, topics or questions.
Have individuals write down their reactions, comments or questions, or number the statements
in order of importance or difficulty.
Then have members of each group compile their reactions, comments or questions, and arrange them in order

v) Wall Sheets
Each topic, or question, is written on a separate sheet.
Allow a few minutes for people to read them.
Allow 10 - I5 minutes for people to add their comments or questions to the sheets.
Have each group take one sheet and summarise what is known
and what needs to be resolved, about the topic.
Each group may then prepare a revised wall sheet.
Display wall sheets for people to read during the tea break

vi) Brainstorming (for up to 10 people)

Allow five minutes for members to list all the ideas that come to their minds no matter how ridiculous,
no-one is permitted -
 to criticise
 to ask questions,
 to evaluate the ideas
when the time has elapsed all ideas may be assessed, according to the criteria determined by the group

vii) Sticky Notes

issue each participant with different coloured sticky notes or have them take one of each colour as pads are
passed around.
We will have participants answer each question proposition on different colour, as allocated by the leader, and
have them attached the completed responses to a wall, door or board. Participants move around reading their
responses, then a leader or their appointees collate responses into similar themes and ideas
(why use this method?
In open discussion, it is usually the extrovert or the quick thinker who will go 1st, and so quiet ones in slow
thinkers will simply say I agree with…
Using this method encourages everyone to think at once and to come to their own response will they hear
anybody else's.)

viii) Buzz Groups (for 3 -- 4 people)

. Allow 3 - 5 minutes for one question to be answered, or problem to be solved.

ix) Rotating Buzz Groups as a variation, (to ensure freshness of ideas)

People are seated in 2 rows facing each other.
Two pairs of people form a buzz group.
When one question or problem has been discussed,
All people in one row move one place to the left, and a second question or problem is discussed.
When a second question has been discussed each person in the other row moves to the left.
In this way, membership of the buzz groups is constantly changing
c) Assessing New or Existing Ideas
I) Values Continuum -
on a printed sheet rate your response to each idea

1 2 3 4 5 6 7 8 9 10
according to appropriate criteria determined before hand by the leader i.e.:
suitability
appeal
practicability.

ii) Top Ten -

On a printed sheet or on separate cards, list all the ideas,then choose the top ten and rate them
in order of importance.
Using lists, each group may work separately.
Using cards, each group reaches a consensus.
Results are tallied on a master list.
When each group has finished sorting the cards,results are tallied on a master sheet

iv) Values Voting -

People may indicate their attitude to a series of ideas or statements by voting according to the scale below-

Strongly agree hand held high and shake

Agree hand held high
Unsure arms folded.
Disagree make fist, thumb down
Strongly disagree make fist, thumb down and shake

d) Discussing Complex Topics

i)Plus and Minus

Separate lists are compiled’ of all assets and liabilities to do with the subject in question

+ve factors -ve factors

ii) My response
at the end of a presentation, or printed report, have folk indicate -

Something I affirm or agree with …

Something I question or would like to know more about …

Something I'm challenged by ...

iii)Fishbowl (20 - 30- people)

(useful to summarise findings of individual groups).
Seats are arranged in a large circle, (ocean) with a circle of 5 - 6 seats in the centre. (fishbowl)
each group appoints one member as spokesman who takes a seat in the fishbowl.
those in the fishbowl may discuss the issue or summarise the points raised previously in their groups.
those in the ocean must keep silent.
if any one in the ocean disagrees with what his group’s spokesman has said, he/she may take the place of the
spokesman in the fishbowl

iv) Fishbowl Variation

Leave one seat free in the fishbowl so that at any time anyone from the ocean may join the fishbowl to participate
in the discussion
Those in the ocean who wish to speak may only do so if they enter the fishbowl
 v) Six Thinking Hats
Have six different coloured hats (or caps) for participants to use during this activity.
This approach (described in detail in Appendix) enables you and your team members to learn how to separate
thinking into six clear functions and roles.
Each thinking role is identified with a coloured symbolic "thinking hat."
By mentally wearing and switching "hats," you can easily focus or redirect thoughts, the conversation, or the
meeting.

e) Concluding a Session
I) SMS
Have each group summarise their discussions in the form of an SMS which may be read to the whole meeting or
displayed on a wall-board

ii) Twitter

iii) I urge
Have each group prepare a statement beginning “I urge..." addressed to the Chairman, Manager, Principal,
in which they set out practical proposals, in point form.

iv) Posters
Have each group compile the main ideas discussed listed in point form on a wall sheet or illustrated in sketch
form, or flow chart.

v) Summing up-
a) Chairman to summarise reactions of members and indicate the appropriate action that will follow

b) An independent observer to be asked to comment briefly on his or her observations

i.e.: enthusiasm or otherwise of members
range of opinions
Ideas suggested
proposals discussed

4. Follow Up

Assessing the Effectiveness of a Meeting

Have everyone fill in a simple opinion sheet with-

The most helpful feature was-

the least helpful feature was-

or
The session was –

most helpful

of little value

of no value

because _________________________________

suggestions or comments for future sessions

5. Using ideas flow in churches

a) My theology and philosophy

I believe in the priesthood of all believers - everyone has an experience of life, of God, of church, and religion. God
shows himself differently to each person. Do leaders see themselves as authorities or guides? Look at the Biblical
examples of leaders interacting with the people -

Moses being advised by Jethro to delegate responsibilities; Exodus 18: 24 - 26

Jesus and the 70; Luke 10:1 - 17
Ezra and the Levites – Nehemiah 8: 7 - 8

b) My experience

Our Churches are comprised mainly of middle class well-educated folk, many of whom are able to think clearly
and logically. However, there are those who don't fit this description. Many of these people seem to feel inferior,
as though their experience doesn't count and isn't valued. The lack of opportunity for involvement feeds this
feeling.

Having spent half of my Christian experience in the pulpit and the other half in the pews, I have had ample
opportunity to reflect on why this is so. As I sat in church one Sunday and looked around, I saw 80 to 100
worshippers of mixed ages, many of whom had been Christians for many years. Having an interest in maths, I
calculated the amount of accumulated biblical wisdom in the minds of those worshippers.
How much of that wisdom stayed there, and how much was shared with other people?
And what opportunity is there in normal church life for this accumulated wisdom to be tested, clarified or
amended?

I have often heard gems of wisdom from the least expected sources, both in talking with children and in small
groups, when people are given the opportunity to share their thoughts and experiences.

How much do people take in when they listen? It is estimated that people take in 5 to 20% of what they hear and
a great deal more when their thinking is stimulated by visual means or actually participating in their learning.
(See “Learning Retention Rates”)

How do people absorb information? When they already have a fairly well developed system of knowledge and
beliefs, new understanding and new truths must be assimilated into what they already know. That's why Jesus
used stories and examples from everyday life, connecting eternal truths with everyday situations.

My Contention is that it is well worth the extra time to set up processes that involve people and engage their
minds, so that they feel as though they want to be involved in learning.We will be well rewarded when we develop
methods to encourage the participation of people in their learning.ow to use Ideas Flow in the life of the Church-

c) Using “Ideas Flow” in the life of the Church

i) In worship.

When introducing a new theme, use “Values Voting” to ascertain the level of agreement and understanding of
the members.rather than assuming a certain level of agreement and understanding on their part.
Proclamation assumes effective communication in our world where communication has become a major
industry, yet we maintain the “talk–listen” approach as a major form of communication.

Many voices are competing for people's attention–how well do we capture and hold the attention of our
members? And what do we do to generate a deeper interest in the message?
Various forms of involvement keep people alert, awake, and eager to to learn and contribute.
To encourage folk to pray, use “Buzz Groups”
ii) In Bible study

In smaller settings such as Small Groups, we have many opportunities to open up fresh possibilities of
understanding the Scriptures.
Many of the strategies described in “Putting it into Action” are suitable for use on Small Groups.
Try “Twenty Questions” when looking at a narrative Bible Passage, and be amazed at how much insight comes
to the surface!

iii) In youth groups, mens groups, women's groups etc.

a) when you are exploring issues – use “How to open a Discussion”

b) to ascertain the level of understanding of members – use “Values Voting”

iv) In planning meetings, action groups, members meetings, AGM's

a) use–“How to open up discussion of an issue” especially “five minute definitions”

and “six honest serving men”
b) to discuss reports use “My Response”and ask members annotate their copy of the reports with the symbols.
At the AGM, have members form into groups of 6 to 8 to spend 10 to 15 minutes sharing their responses and
reporting back for appropriate follow-up action by leaders.
6. Appendix

a) Problem Solving Strategy (adapted from “Planning Flow Chart”)

1. WHAT’S THE PROBLEM?

specific examples –
basic problems –

2. WHO IS INVOLVED IN THE PROBLEM?

(i.e. who feels it most keenly? bring these folk into the planning process )

ask again –

3. WHAT'S THE PROBLEM?

give specific examples –
describe how you see it –

4. WHAT WE WOULD LlKE TO SEE

list all possibilities -

5. DO ANY CHANGES SEEM PROMISING? (or do they suggest others?)

6. WHAT HELP DO WE NEED? (Resources, Information, advice)

7. WHO MAKES THE DECISION TO CHANGE?

8. WHAT NEXT? (prepare plan of action in logical steps)

b) Planning Strategy
1. INVESTIGATE

a) our aims - General

Specific

b) our setting - Positive factors

Negative factors

c) our resources -

2. CONSIDER

a) Consider all possible approaches

b) Decide on most suitable approach

3. PLAN OF ACTION

a) Starting point

b) all resources needed

c) sequence of events

d) follow-up required

4. EVALUATION

a) What went well

b) What could be improved

 c) Learning Retention Rates

i) from Various Input Modes:

ii) from Personal Activity:

10% of what we Read

20% of what we Hear

30% of what we See

50% of what we Hear and See

70% of what we Say

90% of what we Say and Do......"

iii) through Our Senses

1% through Taste

2% through Touch

4% through Smell

10% through Hearing

83% through Sight

d) What Sort of Leadership?

I) how leaders look and act -

the "parent" - protects members; compassionate but indulgent.

the "preacher" - imparts a message, or enthusiasm for an idea, but regards people as things.
the "teacher" - interested to develop the possibilities of the member full of purpose, but impatient
toward unwilling ones.

the "companion" - allowing the member to make their own world, weak in purpose, often exploited,
or not really taken seriously.

The leader must be capable of each of these roles at the right time.

the smooth operator - charming on the outside - insincere praise fools nobody.
(good leadership calls for sincere participation)

the windbag - likes the sound of his own voice.

(a good leader is a good listener and he makes sure that what he says is of interest to others.)

the stuffed shirt - knows everything - being formal and solemn won't attract people.
(a good leader is a warm friend)

the big wheel - likes to be in power and pull the strings – gets only half-hearted response or resistance.
(a good leader tries to help people be what they would like to be)

the do-gooder - stoops down to help inferiors - fosters resentment

(a good leader has genuine respect, which fosters co- operation)

father knows best - demands obedience, discusses nothing, explains nothing, scalds them,
pats them on the head.
makes members helpless, they want to be treated as individuals with high hopes and
dignity.

ii) Qualities of a Good Leader -

A good leader - guides members towards self-government and achievement.

* helps members feel capable of self-discipline and so develops socially responsible persons.

* sees maximum distribution of leadership among members.

* sees that all members have opportunity to participate in group decisions.

* encourages freedom of communication.

* seeks to increase opportunities for participation.

* attempts to create a climate in which feelings and ideas are accepted.

* conveys feelings of warmth and understanding, thus encouraging others to do likewise.

* sets the tone by paying attention to the contributions of others, perhaps saying,
"Lets see if I understand what you mean...."

* helps to build group-centred contributions (as contrasted with individual-centred)

by linking the various members' contributions to the discussion.
e) Six Thinking Hats
f) Useful Resources

i) in Print

Participatory workshops : a sourcebook

of 21 sets of ideas and activities
Author: Robert Chambers
Publisher: Earthscan May 2002
236 pages
“Robert Chambers draws on a rich variety of experiences and ideas from innovators
in many countries, and on his own efforts and errors, writing in a spirit of critical
reflection and serious fun.
Presenting 21 sets of ideas, activities and tips, this sourcebook covers topics such as
getting started, seating arrangements, forming groups,
managing large numbers, helping each other learn, analysis and feedback,
dealing with dominators, evaluation and ending, coping with horrors,
and common mistakes.
The '21s' are designed to make sharing, learning and teaching more participatory, enjoyable and effective...”

Participatory Learning and Action: A Trainer’s Guide

Authors: Jules N Pretty, Irene Guijt, John Thompson, Ian Soones
Published: 1995
This guide provides a comprehensive background to the principles of adult learning and focuses on the
facilitation skills necessary for effective training; It is well designed and easy to read and use with 267 pages.
It covers a wide range of topics, from warm-up exercises with newly formed groups, to adult learning and the
challenges of training in the field.
Full details are given for 101 exercises, including their uses, time involved, materials needed and how to use
them.
This is an excellent resource for both experienced and new trainers.

ii) on-line

http://tilz.tearfund.org/Publications/Footsteps+51-60/Footsteps+60/
 includes the following useful articles -

 Facilitation Skills
 We are sharing much of the learning Tear Fund has gained about facilitation skills.
Training and support in facilitation skills helps people gain confidence
a) Skills Checklist
Ask yourself these questions each time you lead a small group discussion.
It will help you to assess the development of your skills in facilitation.
b) Useful Energisers
During meetings, workshops or training sessions there may be times when
energy levels fall and people’s attention wanders
c) Using Role Play to Learn Facilitation Skills
c) people are naturally good at facilitation. However, most of us have to work hard
to become good faclitators.
 http://www.impactalliance.org/
- offers these useful articles -

a) A Facilitator's Guide to Participatory Workshops

This guide aims to be an "ideas book" of shared experiences to help facilitators prepare for part-
icipatory workshops. This guide may also be useful to people who facilitate meetings and
planning activities using participatory techniques.

b) 100 Ways to Energise Groups: Games to use in workshops, meetings and the
community
This is a compilation of energisers, icebreakers and games that can be used by anyone working
with groups of people, whether in a workshop, meeting or community setting.

c) Tips for Team Facilitators

This list of tips in facilitating a meeting, produced by “Results Through Training”, offers some
ideas for -
 - Creating the Environment
 - Icebreaker Ideas
 - Involvement Tips -
 - Meeting Facilitation Tips
 - Conflict Management Tips
 - Tips for Ending a Session
- Questions for Getting Feedback on How You're Doing
About the author -

Leigh Wilson is a retired Baptist Minister, who has led an interesting and varied life.
He grew up in Melbourne, and studied as a Quantity Surveyor, before being called
into Christian ministry.
He ministered in country Victoria to small congregations, before becoming
a School Chaplain in Shepparton.
He later moved to South Australia, ministering to a mixed congregation in Woomera,
and then became a Chaplain in Industry, in Port Augusta, Adelaide and then Mount
Gambier. During this time he also had responsibility for Staff Development and Training.

He retired from active ministry in 2000, and has kept himself busy with Church and
community activities in his retirement. He enjoys photography,writing and travel.

He has four married children, and nine grand-children.

He has been widowed twice, and now lives with his wife Fay, in Gawler, South Australia

Leigh may be contacted at leighwilson07@gmail.com