Growing as Facilitators 

Resource Packet

A Workshop for NAVEL Assemblies Group Leaders 

 
 
Delivered Wednesday, September 15, 2019 
Presented by Povi-Tamu Bryant of Freedom Verses 

Table of Contents

Facilitating Across Difference 1 

When Conflict Happens, it’s Helpful to Remember… 2 

The Art Of Facilitation 3 

Differences Between Training And Facilitation 4 

Facilitation Recommendations 5 

Dealing with Challenging Behaviors 6 

The Isms in Our Work | Worksheet Guide 7 

The Isms At Work 7 
Isms Definitions 9 
 
   

This document was created by Freedom Verses for NAVEL and should not be reproduced or distributed without 
permission from NAVEL and Freedom Verses. 
 
 The Art Of Facilitation 
  
Facilitation is a process that guides discussion. It requires orchestration of 
meaningful interactions which leads to changes in mindset. (Oakley & Krug, 1992) It 
involves moving from the known to the unknown. 
  
While learning is a by-product of facilitation, it is not the primary goal. Facilitators 
choose from among various strategies and tools as the interaction evolves. The 
facilitator creates a nurturing environment for individuals to achieve whatever they 
are comfortable achieving in an undefined timeframe. Facilitation decisions are 
made spontaneously and are driven by the nature of the interaction rather than by 
a set of specified outcomes. (Killion & Simmons 1992) 
  
We recognize that the line between training and facilitation is not definitive. We have 
discovered that it is not what we do that separates a trainer from a facilitator. 
Rather, it is the belief system driving the actions that makes the difference. (Wing 
1986) 
  
Remember that you are facilitating another person’s process. It is not your process. 
Do not intrude. Do not control. Do not force your own needs and insights into the 
foreground. If you do not trust a person’s process, that person will not trust you. 
(Heider, 1985) 
  
A facilitator believes that the group establishes its own purpose and is capable of 
achieving its own outcome. In every situation, the facilitator believes the solution is 
possible anytime: before, during, or after an event. The facilitator assumes the 
group’s perspective rather than maintaining his/her own. (Killion & Simmons, 1992) 
  
According to Killion & Simmons, facilitation follows the following beliefs: 
  
★ Facilitators trust the group’s ability to find its own direction and resolution. Ask 
questions and listen. Recognize when it is time, it is time. Change occurs when 
time and conditions are right. 
★ A sense of community creates a forum for group work. Model attitudes and 
behavior. Reveal your observations about behavior within the group. Foster 
independence. Stay in the here and now. Trust participant’s intuition. 
★ The facilitator has no preconceived notions. 
  

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When I let go of what I am, I become what I might be. When I let go of what I have, I 
receive what I need. My best work is done when I forget my own point of view: the 
less I make of myself, the more I am. This is the wisdom: Let go in order to achieve. 
(Header, 1985) 
  
➔ Go slowly to go fast. Use the group’s energy. 
➔ If unsure what to do, do nothing. 
  
 

Differences Between Training And Facilitation 

  
Trainers  Facilitators 

Give information and skill  Provides nurturance 

Direct learning  Guide interaction 

Operate from specified outcomes  Operate from an overarching goal and 

a vision of possibilities 

Have an established timeframe  Have an undetermined time frame 

Plan the sequence to achieve   Have a repertoire to draw from 

Are cognitive  Are intuitive 

Use a ​priori design​ (pre-established  Use an in m

​ edia res​ d
​ esign​ (in the 
plan with specific outcome)  middle of things; during the process) 

Move from known to known  Move from unknown to known 

 
  
  
 
 
 
 
REFERENCES: 
Heider J. (1985). Tao of Leadership. Leadership Strategies for a New Age. New York: Bantam 
Killion, J.P. & Simmons, L.A. (1992) Journal of Staff development: The Zen of Facilitation Volume 13, No.3 New York 
Oakley. E. & Krug. D. (1992). Enlightened Leadership. Denver, CO: Stone Tree. 
Wing. R. (1986). The Tao of Power: LaoTzu’s Classic Guide to Leadership, Influence and Excellence. New York: 
Dolphin/Doubleday    

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 Facilitating Across Difference 
  
It is essential to monitor group dynamics. 
❖ Non-verbal cues are as important (or possibly even more important) as 
verbal cues. 
❖ When patterns surface in connection to privileged or marginalized 
identities such as race, gender, sexual orientation do not ignore them, 
name them directly. It is not necessary to label behavior or group 
dynamics as good or bad, raising the dynamic or behavior, however, is the 
essential role of a facilitator. 
❖ Key into the moods and attitudes of participants. Use an energizer if 
participant’s energy level are low and there is need for a change of pace. 
❖ Establish direct ways of checking in with the group. Do not assume where 
the group is on a particular issue or subject. It is OK to ask, How is 
everyone doing/feeling? 
❖ Allow the group’s needs to guide the process. Be flexible with your agenda. 
  
Conflict is a natural part of any process. Expect and prepare 
for it to happen within the group and/or facilitation team. 
❖ Establish discussion intentions or group agreements and a common 
understanding of how the group will communicate, handle conflict, and 
raise and address issues. 
❖ When conflict arises in the group do not ignore it. Name it directly by 
sharing what you have observed in a neutral way. 
❖ When necessary, develop a specific strategy or plan of action to address 
group issues and/or tensions. 
❖ If discussion intentions are not being honored, remind participants of their 
commitments. 
❖ One-on-one follow-up and relationship-building is key. Follow-up in ways 
that are both supportive and strategic along racial, gender, and other 
affinity group lines. 
 
Facilitating in diverse teams is essential. 
❖ Always try to work in diverse teams, while taking into account the 
demographics of the group and the issues being discussed.  
❖ There is a need for a high level of communication between facilitators. 
Build in time for these layered discussions pre and post workshop sessions. 
❖ Above all else, value, expect, and model principled ways of working 
together and interacting with one another, especially in front of 
participants. 
 
 
 
 
Adapted from Leadership Development in Intergroup Relations. Used with permission

   

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 When Conflict Happens, it’s Helpful to Remember… 
 
★ Conflict is a normal part of any individual, group, or organizational 
dynamic; 

★ Conflict is neither good nor bad, it just is; 

★ Conflict happens in stages; from minor discomfort, to incidents, and 

if left unchecked it can escalate to a crisis; 

★ Addressing conflict early on can alleviate many tensions; 

★ Identifying the source of the conflict may help in determining a 

resolution;  

★ Your communication style can influence how a conflict is perceived; 

★ Your identity and social location inform  

○ ...how you perceive the dynamics and individuals involved in 

the conflict; 

○ ...how your actions and interactions are perceived; and 

○ ...how you resolve conflicts​. 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Adapted from Asian American Dispute Resolution Center.. Used with permission.   

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 Facilitation Recommendations 
 
The role of a facilitator is to encourage participants to move from the known to 
the unknown, to pursue unknown concepts and constructs, and to explore 
alternative options and opinions. 
  
There are many core skills involved in effective facilitation. Some 
recommendations on facilitating are listed below: 
 
1. Be willing to ​listen to feelings​, not just the words that people use. Words 
often protect and cover up the feelings or real meanings that people have. 
2. Recognize that ​silence is OK​. Much can happen in silence. You have no 
need to immediately rush in and fill silence. Let it be and listen to it. 
3. Watch body language and non-verbal messages.​ Be willing to comment on 
that without being judgmental. "Your face said a lot to me right then. If 
you're willing, I'd like for you to share some of that.” 
4. Be willing to pursue, to question, to challenge.​ People will tell you when to 
back off. People are generally stronger than we think and frequently want 
the chance to express themselves. 
5. Facilitators are not saviors​. Avoid getting caught up in trying to “rescue” or 
protect someone. 
6. Encourage ​direct statements​ and questions. "I messages" make more 
sense and are more honest.  
7. Facilitators are guides. Support participants in ​staying on subject​ or 
connected to the themes. 
8. Be willing to ​move the group​ when needed, even though it may not be 
popular to do so. People may be enjoying their tangent or their superficial 
unwillingness to deal with an issue. Be prepared to challenge and to push 
through it. 
9. Invite people into the conversation​. Compulsive or equal participation of 
all people is not necessary, however. Gentle encouragement or direct 
questions may allow someone to speak who wanted to, but was reluctant to 
enter in. 
10. Be willing to ​ask dominators to listen​. "I'm aware that it's important for you 
to let us know how you feel and I understand that you have a lot of ideas, 
and I'd also like to be able to hear from Andy right now.” 
11. Know that it's OK to ​evaluate the group process​ now and then by making “I” 
statements. "I think we've kind of gotten stuck and I'd like for us to look at 
that." “I'm excited about what's happening and I appreciate your 
willingness to share as much as you have." 
12. Know when to ​clarify and explain.​ Sometimes things get abstract and 
philosophical or confused and off the track. Your ability to clarify will help 
move things. 
  
 
 
 
Adapted from Leadership Development in Intergroup Relations. Used with permission 

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 Dealing with Challenging Behaviors  
Behavior  Action 

The Arguer  ● Interrupt the argument and take the opportunity to 
● Destroys confidence  point out that differences of opinion can be rooted in 
● Constantly disagrees  different life experiences 
● Combative, may be upset over  ● Find points in the argument you may agree with, 
a particular problem  acknowledge, then move on 
● Draw attention to the objectives 
● Talk to them privately and find out what might be 
bothering them 
● Keep your own temper in check 

The Dominator  ● Intervene and point out that the discussion should 
● Verbose, loud  benefit from the input of many people 
● Takes up all the “air time”  ● Slow them down with challenging questions 
● May be well informed and  ● Interrupt with “That’s an interesting point, now let’s 
anxious to show their  see what other folks think…” 
knowledge  ● Try not to embarrass or be sarcastic towards the 
person 
● Involve them in non-verbal tasks if possible (i.e., 
note-taking, room set-up) 

The Rambler  ● At their natural breaks (i.e. stopping for a breath) 

● Talks about everything except  thank them, summarize their points, then move on 
the subject at hand  ● Remind the person of any time constraints you may 
● Uses stories to relay point, but  have and gently push to move on 
may sometimes get lost or lose 
their audience 

The Quiet Participant  ● Invest in understanding the person’s motivation 

● Withdraws  (shyness, smugness, distrust of the process) 
● Reserves comments, views, and  ● Directly ask for their opinion 
reactions  ● Pull them aside and ask for their thoughts 
● Does not participate, may show  one-on-one 
indifference 

The Advice Seeker  ● Avoid taking sides 

● Looks to you to provide the  ● Try to enlist others to answer the question (put it 
answers when there is conflict  back to the group) 
● May be trying to get you on  ● Avoid solving the problem 
“their side”  ● Address the question with a question of your own 

The Stubborn One  ● Ask other people involved to share their views 
● Constantly points to  ● Don’t get caught in arguing with the person in front 
differences  of the group 
● Polarizes the situation  ● Pull them aside and talk to them one-on-one about 
● Refuses to see other  the situation 
perspectives 
Adapted from Leadership Development in Intergroup Relations. Used with permission 

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 The Isms in Our Work | Worksheet Guide 
 
Much of our work is centered on creating change and trying to create liberatory 
spaces. A liberatory space is one that is free from racism, sexism, ableism, 
transphobia, heterosexism, classism, citizenship privilege, religious privilege, ageism 
and other –isms that affect our access to resources and our general safety in this 
society. 
 
We are working in a context where all of the –isms are alive and well, which means 
the –isms are literally at work with us. This means we are working on multiple fronts. 
We are working to help our communities have liberatory spaces and we are working 
to do that work in spaces that are not always liberatory for us. 
 
Using the attached worksheet, please highlight the isms that directly affect your well 
being in the places where you work for your communities and in the space next to 
the –ism name some of the ways that shows up. For each –ism there is an example 
provided. If you are unclear on any of the –isms please see the definitions sheet 
attached. 
 

The Isms At Work 

Ism Ism impact on your wellness

Racism   
Influence on wellness: The people with the most 
resources (monetary, time, books) are often white 
and because of their access to resources their needs 
and desires are often prioritized. 

Sexism   
Influence on wellness: In meetings the voices that are 
heard the most are men’s voices. The ideas of men 
get more space, time and consideration. 

Ableism   
Influence on wellness: The location for meetings is 
only accessible by stairs and there is little to no 
considerations given to support people who have 
difficulty with stairs. 

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Transphobia   
Influence on wellness: People may decide not to use 
gender specific restroom at meeting locations or only 
use it at strategic times in order to avoid gender 
policing. Legal names are used to create email 
addresses, directory information or peers constantly 
use legal names regardless of the name people want 
to be referred to by. 

Heterosexism   
Influence on wellness: Benefits are provided to paid 
staff at your organization. If you have a same-sex 
partner you are unable to add them to your benefits 
plan or more steps are required than with opposite 
sex partners. 

Classism  
Influence on wellness: When you need supplies you 
are expected to pay for the supplies out of pocket 
and receive a reimbursement or reimbursement is 
never discussed.

Citizenship Privilege  
Influence on wellness: Your group is protesting at a 
courthouse. They want to make sure the protest has 
a huge impact and ask all members to come. No 
conversation or plans have been made to ensure the 
safety of undocumented members of the group.

Religious Privilege  
Influence on wellness: Every year in December your 
collective slows down or stops working altogether. It 
is assumed that people will be spending time with 
family for the holidays. No or minimal considerations 
are made for people who do not celebrate or 
connect with holidays celebrated in December.

Ageism  
Influence on wellness: Youth are not often considered 
in decision-making. Voices of older people are given 
space but often disregarded as ‘outdated’ or behind 
the times.
 

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 Isms Definitions 
Ism:​ The combination of ​prejudice​ and p ​ ower​ that creates a ​system of advantages​ based 
on dominant structures and ideology/ideas. 
 
Ableism:​ A ​ bleism is a system of oppression based on ability. Ableism is any attitude, action, 
or institutional practice backed by institutional power that subordinates people because of 
their perceived ability. It is any social relation, practice, or idea that presumes that all people 
are able-bodied. The common presumption that people are not disabled is inequitable in 
itself and supports the creation of environments that are inaccessible to people with 
disabilities. 
 
Ageism:​ ​Ageism is a system of oppression based on age. Ageism is an attitude, action, or 
institutional practice backed up by institutional power which subordinates people because of 
their age. Ageism often impacts folks who are older or perceived as older & people who are 
younger or perceived as younger.  
 
Agency:​ The capacity to make choices and the ability to impose those choices in the world. 
 
Classism:​ ​Classism is a system of oppression based on class status. Classism is any 
attitude, action, or institutional practice that subordinates people due to their economic 
condition. A person’s class is determined by access to a mix of resources including, but not 
limited to money, culture, contacts, and formal education. Perceptions of class are linked to 
food, clothing, language, cars, entertainment, work, and much more. 
 
Cisgender Privilege: C ​ isgender privilege refers to the system of advantages experienced by 
those who are cisgender (the sex you were assigned at birth matches your gender). A result 
of cisgender privilege is ​transphobia w ​ hich is the fear, loathing, hatred and discriminatory 
treatment used to take power away from people who are perceived to break or blur 
stereotypical gender roles (transgender, two-spirit, gender-queer, Male to Female or Female 
to Male transsexuals). 
 
Citizenship Privilege:​ ​Citizenship privilege consists of systematized privileges granted to 
people based on their citizenship status. These privileges are generally granted based on 
being born in a particular country or going through outlined legal processes to gain 
citizenship. This practice can exclude or systematically deny benefits or access to 
undocumented people working or living in that country. 
 
Heterosexism:​ H ​ eterosexism is a system of oppression based on one’s sexual orientation 
and/or not conforming to a g ​ ender binary​ (a social construction of gender allowing only 
two gender expressions). Heterosexism is any attitude, action, or institutional practice 
backed by institutional power that subordinates people because of their sexual orientation 

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and/or a gender presentation/identity that does not maintain the gender binary. This 
includes h​ omophobia​, which is the fear or hatred of gay, lesbian, bisexual, and/or queer 
people. It is also fear of being gay, lesbian, bisexual, or queer and/or fear of being perceived 
as any of those identities.  
 
Racism​: ​Racism is a system of oppression that consists of racial prejudice and 
discrimination – supported by institutional power and authority – used to the advantage of 
one race and the disadvantage of another race or other races. The critical element which 
differentiates racism from prejudice and discrimination is the use of institutional power and 
authority to support white supremacy, reiterate prejudices, and enforce discriminatory 
behaviors in systematic ways with far-reaching outcomes and effects. 
 
Religious Privilege:​ ​Religious privilege is a system of advantages, which are bestowed upon 
people of a particular religious belief. These privileges generally arise from the assumption 
of one (or more) religion as the social norm. This leads to the exclusion of people who do 
not practice that or those religions through institutional discrimination alongside neglecting 
their cultural and religious practices and heritage. 
 
Sexism:​ ​Sexism is a system of oppression based on prejudice against one’s gender. Sexism 
is any attitude, action, or institutional practice – backed up by institutional power – which 
subordinates people because of their (real or perceived) gender. 

  
 
 

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