FACILITATION

Facilitation Skills Facilitation Concepts

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Introduction:

What is the art of facilitation?

A dictionary definition of ‘facilitate’ is ‘to make it easy or less difficult’. The concept of facilitation
extends this by adopting a process to make it easier (or less difficult) for people within organisations
to find solutions to work-related issues. Using the facilitation process encourages them to learn from
each other and to share a common commitment to achieve any agreed outcomes.

Within an organisation, or working group, a facilitator’s role is to use the facilitation process to make
it easier for people to learn from each other; to share ideas and make it less difficult to accomplish
tasks or to find potential solutions.

At the heart of group facilitation is an understanding of group dynamics and group processes. Indeed
one definition of facilitation has been “enabling groups to succeed” (Justice,T & Jamieson D; The
Facilitators Field book: Amacon (1999)). They authors expand on this be stating “Facilitation is the
design and management of structures and processes that help a group do its work and minimise the
common problems people have working together”

Another key contributor has articulated “Facilitation is a process in which a person whose selection
is acceptable to all members of the group, who is substantially neutral and who has no substantive
decision-making authority observes, diagnoses and intervenes to help a group improve how it
identifies and solves problems and makes decision, to increase the group’s effectiveness” (Schwarz,
R; The Skilled Facilitator; Jossey Bass (2002))

This is further reinforced by another definition of facilitation as:-

“the process of helping people to learn or achieve something or to find a solution to a problem
without directing how they do it” (Dictionary of HR and Personnel Management)

The role of the facilitator is essentially a neutral one in respect of the substantive task which a group
has been requested to undertake but the facilitator can help the group increase its effectiveness by
improving the group’s process and structure. Any intervention judged appropriate by a facilitator
to the group will have been considered in the light of the group’s needs and objectives. Such an
intervention can range from supportive feedback to open confrontation. However, a facilitator will
generally be seeking to raise the group’s awareness and consciousness about their own effectiveness
and to increase their own capabilities to self-manage the task and process. Therefore much of the
intervention is likely to be directed at generating reflective process within the group through a
consultative mode.

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When is facilitation used?

Facilitation may occur within a number of contexts which could include:-

 Learning context: particularly associated with experiential learning and reinforces learning
theory which aligns with participative and interactive learning. This could also include team-
building events.
 Consultancy context: particularly associated with process and change consultancy and may
be part of formal or informal meetings
 Work context: An experienced facilitator may be asked to work with a group that is finding
it challenging to decide on a strategy or a work based issue
 Counselling context: particularly associated with individual and workplace counselling.

There has been an increasing focus on groups and task forces becoming key organisational work
units as a way of bringing together differing views, skills, experiences and perspectives to address
key organisational issues or to produce quality services or products or to coordinate work. In doing
so, we expect groups to work effectively together. The reality is that group-working can be complex
and experience has shown that having a facilitator to support the group can often improve its
effectiveness.

Within the learning context, we know that experiential learning (learning from experience) enables
more effective and deeper learning to emerge. This is further enhanced if appropriate learning events
are designed and supported by a facilitator, someone who is skilled in the process of facilitation, to
not only support the recognition of the learning that has been gained but also the interpretation of its
meaning and application.

There is in-fact a wide range of contexts in which a facilitator could be working and every
facilitation event will be unique. A key determinant will be the objectives of the facilitation event
and the size, skills and composition of the group. For example, a facilitator could be working with a
group which is very focussed on a complex, analytical task such as strategic planning whereas on
another occasion, the facilitator may be involved in a team-building event seeking to improve
communication within an established group and thus be involved in a very process orientated event.
The facilitator will need to be able to adapt their approach, focus and recommended activities to fit
the scenario and situation in which they are working.

What is the role of the facilitator?

One definition of the role of the facilitator is:-

“someone who actively encourages individuals and groups to deepen their own understanding and
learning and to identify strategies for development through the use of discussion and dialogue”
(Dictionary of HR and Personnel Management)

“ a person who has the role of empowering participants to learn in an experiential group” (Heron, J
(1999) The Complete Facilitator’s handbook; Kogan Page)
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“Facilitators are neutral guides who take an active role in group process management” (Justice,T &
Jamieson D; The Facilitators Field book: (Amacon, 1999).

The role of the facilitator includes recognising the need to conduct a facilitation session, ensuring
that all those involved are available to attend. Facilitation will clarify:

Purpose Why are we here?

Product What are our goals and what will be outcome?
Process What are the steps we need to take, and how will it be done?

Although every facilitation event will be unique owing to the composition and objectives of the
group and the organisational and social context of the group, there is often a generic process which
can be considered and adopted.

Before a meeting, preparation and planning are important. A facilitator will seek to establish an
agenda that meets the needs of the group and the work-related issues to be undertaken. A suitable
meeting room is arranged, with essential materials - flipchart, paper, markers. The facilitator’s role
usually involves the following:

1. Eliciting an agreement to a process from the group.

2. Staying neutral and unbiased during the meeting.

3. Keeping the group focused on their agreed agenda, particular topics, and their commitment
to the process to which they have agreed.

4. Making suggestions on ways to proceed, introducing tools or techniques for the group to use.

5. Observing group dynamics, analysing behaviour and confronting difficulties constructively

6. Encouraging and ensuring effective participation by all group members.

7. Dealing diplomatically with inter-group tensions, possibly caused by differences in status,

service, gender and experiences.

8. Helping the group to manage time effectively.

9. Asserting clarity and commitment to what is agreed and the tasks assigned.

Essentially the role of the facilitator is to support and enable the group to identify and achieve it’s
own goals or learning outcomes. In some instances, a group may possess the inherent skills to self-
facilitate its own learning but in other instances, the group may require more support in order to
manage the group dynamics and ensure that the learning is at a deep level and that there is
commitment to the process and outcome.

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What process(es) can be used within facilitation?

Gerard Egan has developed one model for facilitation which is particularly adopted within process
consultancy. This has the following five stages, with soft-skills tools being required to process group
activities through:

1. Defining the Present Clarifying the problem

Identifying what needs to be challenged
Defining common language and a starting point

2. Envisioning the Future Brainstorming for generating positive ideas

Avoiding filtering, prioritising, leading or setting boundaries
Shift feelings, thoughts and perspectives
Developing a range of possible scenarios

3. Defining an Outcome Evaluate ideas

Narrow options, taking into account agreed criteria and boundaries
Building consensus
Redefining issues if necessary

4. Getting There Brainstorm barriers and ways to overcome them

Breaking down options/ideas into tasks - who, what, where, when
Gaining agreement

5. Commitment to Action Making decisions

Action planning
Building commitment
Review process, outcomes, amend and monitor

Traditionally, within a more generic facilitation process, the following stages are likely to be
experienced:-

 Preparation & Planning

 Contracting - Agenda, Ground rules and Climate setting

 Helping the group to focus on the task and identify the issues

 Monitoring the process and group dynamics / feedback

 Enabling emotions, fears and concerns to be expressed

 Acknowledging and enabling conflict

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 Maintaining direction

 Helping the group to frame the problem differently

 Helping to identify ways forward

 Helping the group to take ownership of the outcomes

 Helping the group to review its effectiveness

During the facilitation, one of the areas that the facilitator will be focussing on ensuring that the
group is able to balance its task orientation and process orientation. This will involve giving
balanced attention to monitoring progress being achieved in respect of progress in achieving the
tasks, with open, non-defensive reflection about how effectively the group is undertaking the
process. This supportive, non-threatening approach helps people to learn how best to improve
performance, while maintaining high morale and motivation.

Within our workshop, we will further consider what tools and techniques can be used to support the
group in achieving the task outcomes (particularly if this is involving problem solving, analysis and
decision-making) and we will also consider what tools and techniques can be used to support the
group processes (such as trust building, openness, conflict management).

Within Facilitation, there is also an established model which considers the role and impact of the
facilitator, which incorporates:-

Heron’s Modes of facilitation: Six Dimensions of Facilitation:

 Planning Dimension: Role of the facilitator in planning the agenda and focus of the group

 Meaning Dimension: Role of the facilitator in ensuring everyone understands the meaning
and interpretation of all experiences and contributions of members

 Confronting Dimension: Role of the facilitator in raising consciousness about the group’s
resistance to and avoidance of issues it needs to raise and deal with.

 Feeling Dimension: Role of the facilitator in enabling the group to manage the emotional
affective dimension within the group dynamic moving to emotional
maturity

 Structuring Dimension: Role of the facilitator in ensuring the management of learning task
and process are progressed.

 Valuing Dimension Role of the facilitator in creating a supportive environment in which

individuals feel comfortable in self disclosure in a climate of
personal value, integrity and respect.

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This is one of the frameworks we will explore in more depth within our workshop. This will help us
to build upon the other frameworks already outlined in this paper which are considering the different
stages (or phases) within the facilitation process as it progresses. This framework allows us to
consider key dimensions throughout the whole process although some may be more key at certain
stages, more than others.

What Competencies are needed?

Facilitators are likely to be from diverse background; some being gazetted officers who are
experienced at chairing or participating in meetings; others could be officials or specialists with
supervisory responsibilities. It can be a challenging shift for some individuals who are more used to
being players or being in charge to adopt the role of facilitators. Irrespective of their background,
facilitators will be required to develop a range of competences that are relevant and essential to
facilitation.

Just to re-iterate a couple of points:-

o The role of the facilitator is non-directive and enabling – ownership of the learning, process and
outcomes essentially remains with the group or individual

o The facilitator needs to develop an understanding of the learning process, group dynamics and
behavioural analysis

o The facilitator needs to develop a high level of interpersonal and interactive skills including
observation, questioning and active listening.

The key skills and competencies include:-

1. Interpersonal Skills Understanding oneself in relation to others

High level communication skills (verbal & non-verbal)
Giving feedback

2. Group process Skills Understanding and managing group dynamics

Anticipate and reconcile conflict
Observe behaviour and interactions
Support group in task accomplishment

3. Rational Skills Objectivity & Judgement

Planning and preparation

4. Task Process Characteristics Results orientation

Establishing expectations
Managing pace in relation to expectations and issues

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5. Personal Characteristics Emotional stability
Tolerance
Use of humour
Adaptability and flexibility

6. Human Process Skills Establishing trust

Recognising and respecting differences
Balancing individual and group needs
Dealing with anxiety
Resolving conflict

7. Maximising Using appropriate skills to get the best results

Achieving synergy

What are the many challenges within the Facilitation process?

These can arise from a number of different sources and could include:-

 Group dynamics:
- Close working relationships and preference for individual agreements rather than
working by group consensus
- Newly formed group which has few shared experiences or shared agendas
- Internal hierarchy impacting on contribution levels

 Group behaviours
- Closed or aggressive behaviour
- Task avoidance
- Opinion stating
- Poor active listening skills
- Dismissive of some group members
- Low motivation and energy

 Complexity of the task or subject area:

- Challenging to engage all members especially if relevancy is not critical
- Group may become side-tracked and/ or frustrated with the process
- Logical analytical skills or paradigm shifts may be challenging

Facilitation is very challenging because it is demanding – cognitively and emotionally. It demands

high level skills. However, it can also be immensely rewarding because of that and provide constant
opportunities for skill development and growth.

Here are some quotes from some experienced facilitators when asked what facilitation meant to them
and what they had found as the challenges:-

“Someone once said to me that when you tear down your ego, you will learn something
valuable. When working with groups, it’s less about me and more about them and learning
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for all increases. As trainers, there is an element of performance which means certain
behaviours have to be unlearn when I am facilitating learning. I have had to learn to feel
comfortable with silence and trust that out of confusion will come clarity”.

“ For me, facilitation is all about listening, reflecting, questioning, being alert to what
people are and are not saying – trying to make it easy for someone to describe, talk about
and learn from their experience. It is all about the ability to work with energy, mood and
emotions at a deep level and to enable individuals to connect with their immediate
experience. Facilitation is an attitude that allows you to have high level / quality
communication. It’s about being able to challenge deeply held beliefs with warmth and
humour and helping people to achieve desired results”.

“Facilitation is about understanding issues as others see them, not as the facilitator sees
them. Working in this way builds rapport and helps me to get to know people. In order to
support people to be in a position where they can take on genuine and sustained learning,
they sometimes have to make themselves and others uncomfortable. You have to be able to
support the group in the “here and now”- personally I see flexibility and adaptability as key
skills as a facilitator”.

“As a facilitator, I feel I am helping people to think imaginatively, communicating clearly

and learning from each other to come up with workable solutions to problems. Managers
tend to have to work in linear ways and yet in project management these days, much of the
decision making is also lateral. Facilitation can enable an enjoyable, stimulating,
purposeful interaction”.

“Facilitation – it’s a life long skill”

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