© resource core principles and essential tools of effective facilitation with tony mann of resource...
Post on 17-Dec-2015
218 Views
Preview:
TRANSCRIPT
© Resource
Core Principles and Essential Tools of Effective
Facilitation
withTony Mann
of Resource
Strategic Change Facilitators
www.resourcestrategicchange.com
All – Each person works on their own (quietly) doing the activity, using the technique
Group
All to One
– A group works together doing the activity, using the technique
– Everyone does the activity out loud), directed to one person or one place (e.g. flip chart)
Application in the Use of Techniques
Home
One to All – One person does the activity, on behalf of everyone
Format Rationale
All This approach is used when:- there are dominant people in the group and you want
people to work independently, free of others influence- you want everyone own thoughts/ideas/input
All to One This approach is used when:- you want cross fertilisation of ideas - there is no danger of domination by individuals
Group This is used when:- there are different constituencies’ in the room and you want
to reflect their different perspectives.
One to All This is used when:- there is an expert in the room who can steer the group by
giving their expert input (first)
Format in the Use of Techniques
Format Advantages Disadvantages
All Everyone gets an opportunity to input their ideas/thoughts/perceptions
It takes more time to collate the input from everyone and ‘cluster’/analyse it
All to One
There is an opportunity to ‘bounce’ of others thoughts and it takes less time to elicit the thoughts/ideas
The opinion of individuals can be lost and the opinion of one or two people can hold sway
Group The opinion of different or ‘constituencies’ can be developed or cross-cutting groups can provide a mix of opinions/perceptions/views
The group format still needs another format to make it effective (e.g. All)
One to All
There is the opportunity to save time and effort by getting expert input
If the expert isn’t well directed it can turn into a ‘solo’ self-centred presentation
Format in the Use of Techniques
Understanding Task and Process
TASK = What we do
PROCESS (FORMAT)= How we do it
Therefore there are “Task issues”and
“Process/Format methods”
Task Leader’s Contract with the Individual/Group
Relationship/Process/Need for Engagement
Low
High
Task Involvement/Knowledge
High Low
Tell
ParticipateSell
Delegate
High TaskHigh Relationship
Low Task High Relationship
Low Task Low Relationship
High TaskLow Relationship
Distinguishing the Roles
TASK = TASK LEADER
PROCESS = FACILITATOR
Their respective roles are therefore:
“Task issues”and
“Process methods”
Key Factors in Effective Creativity in Groups
The Degree of Uncertainty of the task
The Level of Process Awareness in the Group
Degree of Uncertainty
Certainty the Question is clear & the answer is easily obtained from the people in the group
Complexity the Question/Problem is relativelyclear but the solution has to be developed
Uncertainty Even the nature of the Question/Problem/Issue is unclear and has to be defined and clarified.Only then can a solution be explored
T = T
T = T x 2½
T = T x 4½
Process Awareness of a Group
Stage 1 – Dys-Functional There is strong leadership and the agenda is set. The Group canonly manage if there is a rigidprocedure which everyone follows.
Stage 2 - Transitional The Group begins to utilise differentformats, procedures become more flexible, inter-actions improve and thegroup begins to take an active interestin process
Stage 3 - Process Aware The Group will recognise uncertainty and adapt the process appropriately. Individuals will take responsibility for the process.
Process Awareness of a Group
Stage 1 – Dys-Functional
Stage 2 - Transitional
Stage 3 - Process Aware
Level Characteristics How they get to the next Level
- Personal responsibility for interactions - Variety of different formats- Use of a wide range of toolsand techniques- Unafraid of Uncertainty
- Beginning to use tools and techniques- Willingness to try new ways of working- Take ‘physical’ control of space- Willingness to give ‘3s’, if prompted
- Leader exercises completer control- group work in a hierarchical way- Few, if any, visual aids used- Absence of flip chart, white board etc
- Leader relinquishes control- Willingness to try different techniques- Begin to recognise ‘time’ and how much is needed
- Take much more notice of process -Use appropriate techniques to tackle the task- Willing to work in uncertainty
THE NATURE OF THE FACILITATIVE MANAGER’S ROLET
HE
NE
ED
FO
R G
RO
UP
TO
TA
KE
CO
NT
RO
L
Con
sulta
ntLe
dIn
put
Tra
iner
Led
Inpu
t
Fac
ilita
tion
Led
Inpu
t
TechnicalCompetence
ExploringChange
Operational
Transformatio
n
Unshared
Directio
n
Learning
Participatio
n
INCREASING UNCERTAIN SITUATIONS
Modes of
Operating
BehaviouralIssues
THE CHARACTERISTICS OF THE (CHANGING) ROLE
Task expertPresentationLives in experienceModels experienceSpecialist centred
Task experiencedParticipativeLives in knownModels certaintySpecialist/Trainer focused
INCREASING UNCERTAIN ANSWERS
TH
E N
EE
D F
OR
LE
AR
NE
RS
TO
TA
KE
CO
NT
RO
L
Exp
ert
Tas
kIn
put
TechnicalIssues
Fac
ilita
tion
Led
Inpu
t
ExploringChangeModes of
Operating
Non-task expertProcess expertLives in uncertaintyModels changeRisk takerCatalystEgo-less
Spe
cia
list/
T
rain
erLe
dT
ask
TaskIssues
Determining the Facilitator’s Role
Over a Period of Time
Functional
Transitional
ProcessAware
Certainty
Complexity
Uncertainty
Process
Support
Nat
ure
of
the
task
Group
Matu
rity
Participate DelegateLead Sell
Feedback Model
4 3 2 1
1 - Misunderstanding or misinterpreting what was said. 2 - Missing out some important points or some details 3 - Feeding back accurately and fully what was said 4 - Getting behind the words to the ‘hidden’ message
Words to Use when Feeding Back
“So what you’re saying is …..”
“If I understand ……”
“My understanding is that ……”
“Can I just check what you’resaying…..”
“ I think that you’re saying that ….”
Summarise ( the background/context)
Propose (Format, technique(s))
Outcome/Output (what will result)
Techniques Situations Key Words
BrainDumping
It is desirable to draw out from the group all theinformation that is known about a particularsituation, action or event.“There are a number of factors/issues which weneed to explore”
Use Post Its™
IssuesFactorsIdentify factorsIdeasThoughts
Brainstorming
Brainstorming is a term often used for any kind ofidea generation. However, it has its own uniquerules and is used for ‘free-wheel’ generation of
‘offthe wall’ ideas.InnovationCreativityNo Boundaries
Use stimulus (e.g. Photos, artefacts)
“We need a freshlook at this”“I think we have
to look at this from a completely different angle”
Groups
Here two groups have dots.One group goes first -followed by the other group.
They can put Large dotson the green Post Its™ and up to 5 smaller dots on the yellow Post Its™
All
Here everyone (‘All’) have dots – each person can put 1 largeDot up to 3 dots on the smallerPost Its™ .
ISSUE ……………………………………………….. CRITERIA ……………………………………………. 1. …………………………………………….. 1 2 1 3 1 4 1 5 1 6 1 7 1 8 1 9 1 10 1 11 1 12 2. …………………………………………….. 2 3 2 4 2 5 2 6 2 7 2 8 2 9 2 10 2 11 2 12 3. ………….…………………………………. 3 4 3 5 3 6 3 7 3 8 3 9 3 10 3 11 3 12 4. ……………………………………………. 4 5 4 6 4 7 4 8 4 9 4 10 4 11 4 12 5. ……………………………………………. 5 6 5 7 5 8 5 9 5 10 5 11 5 12 6. ……………………………………………. 6 7 6 8 6 9 6 10 6 11 6 12 7. ……………………………………………. 7 8 7 9 7 10 7 11 7 12 8. ……………………………………………. 8 9 8 10 8 11 8 12 9. ……………………………………………. 9 10 9 11 9 12 10. ……………………………………………. 10 11 10 12 11. …………………………………………… 11 12 12. …………………………………………… Consider each of the pairs of statements above. Work horizontally - from each pair select the one which is most important to you in terms of the criteria set and put a circle around the appropriate number on the scale alongside each statement. For example: take the first pairing “1 2” , if you think that the most important statement is number ‘1’ then you would put a circle around ‘1’ on the first line of numbers e.g. 1 2. Do this for all pairings until you have completed the scoring grid. Thank you.
RELATIVE IMPORTANCE SCORE SHEET
Name: ………………………………. Position: ……………………………… Department: …………………………… Organisation: …………………………..
For office use: Project Name: File: Entered: ID Code:
Well stocked shelves
Plenty of choice
Cafe
Quick check-outs
1
2
0
3
What makes you choose a Supermarket?Customer’s reasons for selecting a Supermarket
Quick check-outs
Cafe
Plenty of choice
Well stocked shelves
n x (n – 1)2
4 x 32
= 6
Complete the grid
Score the grid
Check the total
Using Fishbone Diagrams
Problem/Solution
Heading HeadingHeading
HeadingHeadingHeadingHeading
Heading
Too many faults in PCs
Our phone system not up to the job
We ask for return before providingreplacement
No recognition for good service
Customers unhappy with support service
They get passed from one person to another
Don’t like music on the phone
MethodsEquipment
No feedback on customer satisfaction
No way to measure how long people wait on line
Wrong people doing job
MeasurementPeople
Forces For + Forces Against -10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
10
9
8
7
6
5
4
3
2
1
EASE
OF
CHANGE
1
2
3
4
5
6
7
8
9
10
D
I
F
F
I
CU
LT
Y
Forces For + Forces Against -
10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10
10
9
8
7
6
5
4
3
2
1
EASE
OF
CHANGE
24
20
25
28
Total score = 297/8 = 37.1 Total score = 318/8 = 39.7
Action
4949Action
Most difficult/Least effort
Most benefit/Most effort Most difficult/
Most effort
New Force
New Force
Action
90
Most benefit/Least effort
Place the ‘factors’ on the Force Field
‘Snap’ solutions/actionsOn the factors and move them To their ‘new’ force position
Decide which ones are worth working on
Decide which ones are worth working on
The score is Force x Ease
1
2
3
4
5
6
7
8
9
10
D
I
F
F
I
CU
LT
Y
StakeholderA
Stakeholder
BStakeholderI
StakeholderH
StakeholderC
StakeholderD
StakeholderF
StakeholderG
Concession
Key:Strength of relationship
Direction of Information flow
Influence on Concession
Influence without authority
Issues
Actions
RProcess IcebergMeeting Model
C Resource Strategic Change Facilitators
Planning a Meeting/Event
Emotions
Team Roles
Inter-Personal Interactions
Format
Objectives& Tasks
R
Emotions
Team Roles
Inter-Personal Interactions
Process/Format
Objectives& Tasks Resolving
Problems
Sym
ptom
Action
Cau
se
Process Iceberg Meeting Model
Symptom (Emotion) (Root)Cause Action – (Internal Thinking)
(External Speaking) - Summarise Propose Output
Process Iceberg Review Model
Emotions
Team Roles
Inter-Personal Interactions
Process/Format
Objectives& Tasks
(What has helped ?)What shall we START doing ?
(What has hindered ?)What shall we STOP doing ?
Make sure that we understood the objective
Use the walls to work on
Agree the format before we startRoom was too small
Go offsite
Name SeekingInfo
11111
Blocking Giving Info
Felicity
Sanjay
Support Building Propose
Gunja
Dick
Helen
Total
11111
11111
11111
11111
11111 1111
111
1111
11
1
11
1111
Total Comments
Inter-Personal Behaviour
Definitely seems to work with the group to achieve objectives
Helped the group to find consensus
Another valuable member of thegroup – if a bit quiet
Caused the group to ‘stumble’ bythe way they challenged
Caused the group to falter as theyChallenged almost everything
5 4
5
2 5
325
1 48
16
16
9
5
10
13
11 111338 7
111
3
The group seems divided – those who are supportive and those who resist53
PREPARING FOR A PROCESS ICEBERG MEETING
Objectives TasksLevel of
Uncertainty Format Preparation
finally there may be a need and a benefit that can be gained byundertaking some preparation. This should be identified and individuals tasked with doing it.
Each sub - task may require a different format. The format chosen will depend on: the number of participants; the level of process awareness of the group; the degree of uncertainty and the time available.
The sub - tasksensure that all aspects of the objective get explored. The degree of uncertainty will determine the degree to which the objective is broken down into sub - tasks.
The objectives -
that is what is
the purpose of
the meeting.
This will in
turn cause
them to
realise the
degree of
uncertainty
raised by the
objective.
The level of uncertainty can then be defined and this will help people to recognise how difficult the task is going to be
Objectives Tasks Degree ofUncertainty
The sub - tasksensure that all aspects of the objective get explored. The degree of uncertainty will determine the degree to which the objective is broken down into sub - tasks
The level of uncertainty can then be defined and this will help people to recognise how difficult the task is going to be
The objectives
- that is what is
the purpose of
the meeting.
This will in
turn cause
them to
realise the
degree of
uncertainty
raised by the
objective
Process/ Format Preparation
Finally there may be a need and a benefit that can be gained byundertaking some preparation. This should be identified and individuals tasked with doing it.
Each sub - task may require a different format. The format chosen will depend on: the number of participants; the level of process awareness of the group; the degree of uncertainty and the time available
Time
The timeneeded foreach Stagein the ProcessSo that there is an accurate picture of the totaltime needed
Objectives Tasks Degree ofUncertainty
The sub - tasksensure that all aspects of the objective get explored. The degree of uncertainty will determine the degree to which the objective is broken down into sub - tasks
The level of uncertainty can then be defined and this will help people to recognise how difficult the task is going to be
The objectives
- that is what is
the purpose of
the meeting.
This will in
turn cause
them to
realise the
degree of
uncertainty
raised by the
objective
0 1 2 3 4 5 6 7 8 9 10Low Value for my time High
Low
E
ffec
tive
nes
s o
f th
e P
roce
ss
Hig
h 0
1
2
3
4
5
6
7
8
9
10
AUSTRALASIA LICENCE
Tregaskis Brown in New Zealand has been licensed to deliver Process Iceberg® Facilitation on behalf of Resource Strategic Change Facilitators.
We are delighted that Tregaskis Brown is offering Process Iceberg® facilitation in Australasia. The approach fits well with their ‘Project Essentials’ training modules and adds a new dimension to stakeholder engagement/consultation, planning and partnership working.
To contact Tregaskis Brown about this opportunity visit their web site at:http://www.tregaskisbrown.com
Qualification in facilitation
In 2003, Resource developed the first Programme run by a British University (Leeds Metropolitan University) that leads to a qualification in Facilitation. This includes a module in ‘Managing Change’. Tony Mann, a Director of Resource is the author of the best selling, Managing Strategic Change, published by Fenman.
Resource has many years experience of running training courses. Frequently, training is an integral part of a cultural change programme where the need to work in new ways needs to be underpinned by new skills and capabilities.
Resource works with teams to build the skills and competences required so that they have the confidence to adopt facilitative techniques and work in uncertainty.
UNIQUE EXPERTISE
“Individual ownership” needs to be a reality – not just a catch phrase
A facilitated approach is essential if managers are to develop their skills and become a leader in the business.
Your expertise in engaging individuals in the design of the way forward ensures that the task is genuinely owned and will be taken forward once by everyone working in unison with autonomy and responsibility.
Successful action is dependant upon genuine effective ownership by every individual as well as the team.
DEVELOPING A SENSE OF OWNERSHIP
A Team working through key issues and identifying the key imperatives and the changes which need to be made
Facilitating strategic change & team development
Resource specialise in supporting organisational and teams. It has facilitated events for Government Ministers, worked with the Houses of Parliament, NHS Leaders and supported a wide range of programmes within government departments and regional government. We routinely work at a strategic level with senior teams in the public and private sectors.
We have facilitated a range of events for Network Rail, ranging from ‘safety’ to the need to pull together as a team.
Each event was specifically designed around the specific client need.
BUILDING DEVELOPMENT/ACTION PLANS – INDIVIDUALLY & AS A TEAM
We encourage participation and innovative thinking – an individual developing ideas for new ways of working
Tackling problems and finding solutionsResource has extensive experience of supporting teams undertaking change and improvement initiatives.
Successful change will have the following characteristics:.
SETTING THE STANDARD – EXPLORING ISSUES AND FINDING SOLUTIONS
• Clear understanding of the context and external factors driving change• Recognition of the implications for change/action • A participative process to ensure individuals and teams identify the application of changes and the opportunities that are available
Our approach ensures team members own the change and are empowered to take it forward.
It is essential that the programme of change uses a process that engages individuals in a meaningful and genuine dialogue. The process of change needs to be facilitated – not externally imposed. Resource has extensive experience of designing an end to end process that is genuinely participative.
A team working through an issue
top related