MEPAFacilitation& Synthesizing Skills

• At the end of the session, the participants are expected to:

a.Explain essential components of Facilitation in order to conduct successful MEPA;

b.Discuss useful techniques and templates in synthesizing issues and concerns during MEPA and their corresponding implications to Technical Assistance & Policy Directions; and

c. Develop deeper understanding on the importance of enhancing facilitation and synthesizing skills for the productive conduct of MEPA.

SESSION OBJECTIVES

Direction: Assess your facilitation skills, using the following rating scale: 1 – Developing ; 2 – Maturing; 3 – Advanced .

ACTIVITY: FACILITATION SKILLS CHECKLIST

No. INDICATORS Rating

1. Keeps group on track to achieve objectives in given time frame. 1 2 3

2. Establishes and reminds group members of norms for meeting behavior.

1 2 3

3. Checks and ensures group’s understanding of goals. 1 2 3

4. Gauges the clarity of each role and how well it is being performed. 1 2 3

5. Addresses non-verbal communication patterns. 1 2 3

6. Paraphrases ideas and suggestions. 1 2 3

7. Steers conflict away from personalities and toward task-related issues. 1 2 3

8. Resolves conflict by being sensitive and fair. 1 2 3

9. Identifies type and appropriateness of the decision-making process the group is using.

1 2 3

10. Recognizes when a decision is made implicitly rather than explicitly. 1 2 3

Total Score

Level of CompetenceSource: www.baruch.cuny.edu/hr/documents/FacilitationSkills-Check

How is your pre-test result?

Directions: 1.Sum-up the total score and divide it by 10.2. Determine your level of competence based on the table below:

Range Descriptive Rating

Interpretation

1.0-1.49 Developing You are still in the process of acquiring the skill; hence, you need Technical Assistance.

1.50-2.49 Maturing You have acquired the skill to a larger extent, but you need to enhance it further.

2.50-3.0 Advanced Congratulations! You have fully acquired the skill to a largest extent, you are very much ready to facilitate MEPA.

ANALYSIS

1. How did you find the activity?2. What is the level of competence of

your facilitation skills?3. What facilitating/hindering factors

contributed for having such level?4. Which area do you need more TA?5. Why do you need to have high level

of facilitation competence in conducting MEPA?

• Keeping on Track with Desired Outcomes

- Recognizes and addresses when poor or incomplete planning detracts from achieving

meeting goal(s).- Allows time for group to address process

issues.- Keeps group on track to achieve objectives

in given time frame.- Establishes and reminds group members of

norms for meeting behavior.

• Keeping on Track with Desired Outcomes

- Recognizes and addresses when poor or incomplete planning detracts from achieving

meeting goal(s).- Allows time for group to address process

issues.- Keeps group on track to achieve objectives

in given time frame.- Establishes and reminds group members of

norms for meeting behavior.

FACILITATION SKILLS:

• Goals and Roles- Clarifies goals and objectives of meeting.- Checks and ensures group’s understanding

of goals.- Verifies all group members understand and

commit to common goal(s).- Provides time for group to discuss, clarify,

and/or modify or negotiate goals.- Ensures roles are assigned and understood.- Gauges the clarity of each role and how

well it is being performed.

• Goals and Roles- Clarifies goals and objectives of meeting.- Checks and ensures group’s understanding

of goals.- Verifies all group members understand and

commit to common goal(s).- Provides time for group to discuss, clarify,

and/or modify or negotiate goals.- Ensures roles are assigned and understood.- Gauges the clarity of each role and how

well it is being performed.

FACILITATION SKILLS:

• Communication- Invites quiet participants to contribute.- Asks open questions to stimulate group

discussion.- Solicits ideas and suggestions from all members

of the group.- Provides feedback to group on how well they are

communicating and interacting.- Addresses non-verbal communication patterns.- Paraphrases ideas and suggestions.- Maintains open, balanced and clear

communication.

• Communication- Invites quiet participants to contribute.- Asks open questions to stimulate group

discussion.- Solicits ideas and suggestions from all members

of the group.- Provides feedback to group on how well they are

communicating and interacting.- Addresses non-verbal communication patterns.- Paraphrases ideas and suggestions.- Maintains open, balanced and clear

communication.

FACILITATION SKILLS:

• Conflict Management- Steers conflict away from personalities and

toward task-related issues.- Summarizes opposing positions.- Determines when members are suppressing

their ideas to avoid conflict.- Recognizes when group members try to

smooth over conflict rather than addressing it.- Resolves conflict immobilizing the group.- Determines whether conflict is constructive

and task-related.

• Conflict Management- Steers conflict away from personalities and

toward task-related issues.- Summarizes opposing positions.- Determines when members are suppressing

their ideas to avoid conflict.- Recognizes when group members try to

smooth over conflict rather than addressing it.- Resolves conflict immobilizing the group.- Determines whether conflict is constructive

and task-related.

FACILITATION SKILLS

• Decision Making/Problem Solving

- Recognizes when a decision is made implicitly rather than explicitly.

- Determines if divergent or unpopular ideas are immediately rejected or ignored.

- Identifies type and appropriateness of the decision-making process the group is using.

- Assesses the strengths and weaknesses of the group’s decision making.

- Implements appropriate decision-making procedure when decisions are needed.

• Decision Making/Problem Solving

- Recognizes when a decision is made implicitly rather than explicitly.

- Determines if divergent or unpopular ideas are immediately rejected or ignored.

- Identifies type and appropriateness of the decision-making process the group is using.

- Assesses the strengths and weaknesses of the group’s decision making.

- Implements appropriate decision-making procedure when decisions are needed.

FACILITATION SKILLS

The puttingtogether

of parts or

elements

so as to form a whole

SYNTHESIZE – BEYOND SUMMARYSYNTHESIZE – BEYOND SUMMARYSYNTHESIZE – BEYOND SUMMARYSYNTHESIZE – BEYOND SUMMARY

“Synthesizing is like putting a puzzle

together. You have to sort out your thinking and put it in the right

place.”

Clay

“Synthesizing is like putting a puzzle

together. You have to sort out your thinking and put it in the right

place.”

Clay

SYNTHESIZING

“ In order to construct any kind of meaning in our literacy learning and our life learning, we must find ways to cull and prune the details with which we are bombarded. We must reorganize and create our own explanations for what we are learning, our own learning, our own definitions of our lives at any particular juncture.”

Ellin Keene

“ In order to construct any kind of meaning in our literacy learning and our life learning, we must find ways to cull and prune the details with which we are bombarded. We must reorganize and create our own explanations for what we are learning, our own learning, our own definitions of our lives at any particular juncture.”

Ellin Keene

SYNTHESIZING

Major Accomplishments (Performance

Indicators, Outputs Achieved,

Improved Fund Utilization,

Progress Markers)

Major Difficulties(Access/Quality,

Project Management, Fund

Utilization,Relations with stakeholders)

Lessons learned

(IP/Muslim Education,

Project Management)

Major Issues(Policy Needs, Funds and Financial

Management, Project Implementation, Capacity

Building)

SDO FUNCTIONAL

DIVISIONS

Highlights for 36 IP teachers LET passers –

Ang kwento ng kwenta

Division initiated Division Review for IP teachers to take the LET examination

Lack of capacity of SH to motivate IP/Muslim parents to send their children to school Distance and difficult terrain

Mobilization of teachers to reach out concerned community and parents

SDO to develop Internal and external factors to assess the increase and decrease of KPIs

Measuring the awareness of all stakeholders teachers

TA for the cooperative marketing strategies

TA how to credit the records of the students/pupils or accelerate pupils under catch-up program

TA on tools to assess the capacity of SHS and teachers

SGOD

SGOD

SGOD

CID

CID/SGOD

School Synthesis Template of SMEPA

School s Major Accomplishments

(Performance Indicators,

Outputs Achieved, Improved Fund

Utilization, Progress Markers)

Major Difficulties

(Access/Quality, Project

Management, Fund Utilization,Relations with stakeholders)

Lessons learned

(IP/Muslim Education,

Project Management)

Major Issues(Policy Needs, Funds

and Financial Management, Project

Implementation, Capacity Building)

SDO FUNCTIONAL DIVISIONS

Bayani CES Highlights for 36 IP teachers LET passers – Ang

kwento ng kwenta Division initiated Division Review for IP teachers to take the LET examination

Lack of capacity of SH to motivate IP/Muslim parents to send their children to school Distance and difficult terrain

Mobilization of teachers to reach out concerned community and parents

SDO to develop Internal and external factors to assess the increase and decrease of KPIs

Measuring the awareness of all stakeholders teachers

TA for the cooperative marketing strategies

TA how to credit the records of the students/pupils or accelerate pupils under catch-up program

TA on tools to assess the capacity of SHS and teachers

SGOD

SGOD

SGOD

CID

CID/SGOD

Pag-asa ES

Masaya ES

Likom IS

District Synthesis Template of SMEPAs

“A mind stretched to a new idea never goes back to its

original dimensions.”

Oliver Wendell Holmes

“A mind stretched to a new idea never goes back to its

original dimensions.”

Oliver Wendell Holmes

REFLECT

1. You will be grouped into three (3): by division / special grouping.

2. Each group will focus on certain theme of a particular quarter.

3. The group will simulate how to conduct SMEPA considering the assigned theme: Access or Quality (See following slide).

4. The group will assign roles to following the given templates of SMEPA.

5. The group will prepare Completed Staff Work (CSW) based on the context of the chosen school of the group.

6. The SMEPA Simulation shall be done tomorrow:Group I: 9:00 – 9:40Group II: 9:40 – 10:20Group III: 10:20 – 11:00

1. You will be grouped into three (3): by division / special grouping.

2. Each group will focus on certain theme of a particular quarter.

3. The group will simulate how to conduct SMEPA considering the assigned theme: Access or Quality (See following slide).

4. The group will assign roles to following the given templates of SMEPA.

5. The group will prepare Completed Staff Work (CSW) based on the context of the chosen school of the group.

6. The SMEPA Simulation shall be done tomorrow:Group I: 9:00 – 9:40Group II: 9:40 – 10:20Group III: 10:20 – 11:00

APPLICATION

GROUPING BY DIVISION

Batch II-A: Elementary (Dec. 15-17, 2014)• Cluster A: North Cotabato, Sarangani, Cotabato

City• Cluster B: North Cotabato: Group 1, 2 & 3

Batch II-B: Elementary (Dec. 18-20, 2014)• Cluster A: GSC, South Cotabato, Kidapawan• Cluster B: Sultan Kudarat, Koronadal, Tacurong

Batch III: Secondary (Dec. 21-23, 2014)• Cluster A: North Cot., GSC, Kidapawan City• Cluster B: Sultan Kudarat, Cotabato City,

Koronadal, Sarangani, Tacurong, South Cotabato

WORKSHOP TASK: BY GROUP

PROGRAM OF THE SMEPA SIMULATION

SMEPA DESIGNACTIVITY DESCRIPTION PERSONS IN-

CHARGE

1. Opening (5 min)

Presentation of Objectives, Activity flow and Roll call of attendance

EMCEE & Opening Speaker

2. Presentation by Grade Level / Department Heads (20 min)

Each of the Grade Level / Department Heads presents their findings on the KPI , Physical & Financial Accomplishments of (AIP)

Curriculum Level / Department Heads

3. Discussion of Presentation (10 min)

Discussion leader pose questions to the presenter to clarify essential points every after presentation.

School Discussion Leaders

4. Synthesis of Discussion(2 min)

A synthesizer listens to all presentations and discussions and gives the summary of the main points. The synthesizer list down all the issues and concerns on which decisions need to be made.

School Synthesizer & Documenter

5. Agreement(3 min)

The SH discusses the issues listed and leads the group in coming up with agreements on program adjustments, Policy Directions to be flagged to SDO as well as TA needs

SH/PSDS

GROUP I - SMEPA: QUALITY(1ST QUARTER-March)

1. Opening Program2. Presentation Part I: NAT, SReA, EGRA, Phil IRI, NCAE (HS) - (Subject Coord.)

Part II: (Only if applicable) * AIP Implementation (School Head) * SBM Level of Assessment * 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)

* Other PPAs from FAP or NGOs (School Head)

Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head)

3. Interpellation/Discussion4. Synthesis5. Agreement

SAMPLE SET-UP OF SMEPA: QUALITY (1st Quarter)

SGC

SGC

SGC

SGC

Eng.Coord

.

Math

Coord.

SciCoord

.

Fil.Coord

.

BLGU

APCoord

.

Special Progra

m Coord.

GC PSDS/SCHSH

PTAPres

.

Legend:

PSDS – Public Schools District SupervisorSCH – Secondary Cluster HeadBLGU – Barangay LGUSH – School HeadSGC – School Governing CouncilPTA – Parents-Teachers AssociationGC – Guidance Counselor (Designate)

GROUP II: SMEPA - ACCESS(2nd QUARTER-June)

1. Opening Program2. Presentation Part I: Enrolment Pattern & Community Mapping (Grade Level

Chairman)

Part II: (Only if applicable) * AIP Implementation (School Head) * SBM Level of Assessment * 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)

* Other PPAs from FAP or NGOs (School Head)

Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head)

3. Interpellation/Discussion4. Synthesis5. Agreement

SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL)

SGC

SGC

SGC

SGC

Kin-der

Grade 1

Level Chair

Grade 2

Level Chair

BLGU

GCPSDS/

SCH

Prin-cipal

PTAPres

.

Grade 3

Level Chair

AP/AH

Grade 4

Level Chair

Grade 5

Level Chair

Grade 6

Level Chair

Legend:

PSDS – Public Schools District SupervisorSCH – Secondary Cluster HeadAP – Assistant PrincipalAH – Academic HeadBLGU – Barangay LGUSGC – School Governing CouncilPTA – Parents-Teachers AssociationGC – Guidance Counselor (Designate)

SMEPA: ACCESS(3rd QUARTER-September)

1. Opening Program2. Presentation Part I: Drop-out Rate – Absolute No. / PARDOs/SARDOs (Grade

Level Chairman)

Part II: (Only if applicable) * AIP Implementation (School Head) * SBM Level of Assessment * 15 nationally-funded PPAs: SPED/SPA/SPS, etc. (Coord.)

* Other PPAs from FAP or NGOs (School Head)

Part III: Agenda affecting program design, policy, standard, system and technical assistance needed (School Head)

3. Interpellation/Discussion4. Synthesis5. Agreement

SAMPLE SET-UP OF SMEPA: ACCESS (Big SCHOOL)

SGC

SGC

SGC

SGC

Kin-der

Grade 1

Level Chair

Grade 2

Level Chair

BLGU

GCPSDS/

SCH

Prin-cipal

PTAPres

.

Grade 3

Level Chair

AP/AH

Grade 4

Level Chair

Grade 5

Level Chair

Grade 6

Level Chair

Legend:

PSDS – Public Schools District SupervisorSCH – Secondary Cluster HeadAP – Assistant PrincipalAH – Academic HeadBLGU – Barangay LGUSGC – School Governing CouncilPTA – Parents-Teachers AssociationGC – Guidance Counselor (Designate)

MENTOR PER GROUP (Dec. 15-17, 2014)

GROUP CLUSTER A CLUSTER B

I Cot. Prov:Kathy & Shirley

Cot. Prov. I:Lando

II Sarangani:Norman & Agney

Cot. Prov. II:Shie & Luz

III Cotabato City:Emily

Cot. Prov. III:Fely & Bert

MENTOR PER GROUP (Dec. 18-20, 2014)

GROUP CLUSTER A CLUSTER B

I GSC:Kathy & Shirley

Sul. Kud.:Regan & Bert

II KidapawanAgney & Remy

Tacurong:Shie & Luz

III South Cot.:Glenn

Koronadal:Delia

MENTOR PER GROUP (Dec. 21-23, 2014)

GROUP CLUSTER A CLUSTER B

I Cot. Prov:Lando

SK & Tacurong:Mayflor

II GSC:Kathy & Glenn

Sarangani & :Shie & Luz

III Kidapawan:Emily & Remy

So. Cot. & Kor:Fely & Delia