Photo documentation facilitators workshop 7-10 january 2015

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<ol><li> 1. Photo Documentation Facilitators Workshop: Facilitating Competency Based Learning Solutions 7th to 10th January 2015, New Delhi </li><li> 2. 2 | P a g e Day 1: 7th January 2015 Basic Theme of the workshop: Since the participants of this workshop were the practicing facilitators from different sectors, the workshop was designed in such a manner that all participants got an opportunity to facilitate the process and rest of the members participate in the process at the same time once the session was over all participants took a meta perspective on the way it was facilitated and how to draw learning from the sessions as participants as well as facilitators. Introduction of CICM and Participants Ms. Anita Sharma welcomed all the participants to the workshop and shared the objective of the workshop and agenda of the day as follows: Deeper understanding on Competency and Competency based curricula Deeper understanding on shaping learning programmes around identified sets of competencies Deeper understanding on facilitating competency based learning programmes. </li><li> 3. 3 | P a g e Later the participants were invited to make their introducing using the following format: Me as a person o My Education Background o My Experience as Facilitator o My Professional Experience o Personal Me as a facilitator o My Strengths as Facilitator o Key Challenges I face as Facilitator </li><li> 4. 4 | P a g e Expectation Setting: Participants were asked to think about their expectation from this programme and write one expectation each on one card. The terms used for expectation setting was as follows: Hope from this workshop and Fears about the workshop. The expectation chart derived the following clusters: Most of the participants shared that they would like to learn from each others experience since the group consisted of facilitators of variety and with various sector exposure. Several views were about having a deeper and varied understanding about facilitation, different techniques, roles we play as facilitators and handling tough situations etc. Another cluster of cards represented about taking deep dive in the term competency and competency based learning programmes. A fear that we are always remaining on the path of continuous change and improvement. Facilitators Perspective: The session was used as a case for understanding effective use of the tool as well as facilitation of the same. Following were the discussions on the same: Are we taking opening with expectation setting - as ritual in facilitation? Expectation setting as a session is useful as it supports both content connect as well as ensure human connect specially while clustering of ideas and points happen. expectation setting is relevant if it contributes in revising the design of the programme Expectation setting is demanding and involving exercise. It could also be used for co-designing the workshop Expectation setting could be used to identify the outliers and un-interested parties Sometimes the intended outcome is not clear to participants. In such cases, the expectation setting takes the negative face It is important to set the rules very clearly to get the best results. For example, while taking up tasks which require demarcation of cards color &amp; shapes; be precise on the color and shape and also put a sample on the board so that all are on the same side. If the announcement is correct there will be less chances of error As facilitators we need to be aware about the expected outcomes/s of the session, it also included number of cards given to each member and the time spent on it. Important to remember is the point: while clustering, whether the board belongs to the facilitator or the group! A facilitator is someone who is o helping the group to take decisions without decision making power with himself/herself; </li><li> 5. 5 | P a g e o makes things easier without decision making authority The tone of the facilitator is very important while reading out the cards collected from the participants. In situation where only the facilitator is speaking, one needs to speed read the cards Once a facilitator shifts the responsibility of speaking he/she must remain energetic in the process and it should not sound of giving up the process. Facilitator could invite other participants to present their cards Facilitator should have o Clarity on the intent of the session; o eye contact with the group what cant be achieved should be communicated upfront Good to use the, I, We, It model for expectation setting, it is also important to fulfill the I part of it. It will be useful to reconsider our assumptions as facilitators about the participants. It is important to create new spaces for participants in order to: o Re-energise o Create process for communication to happen by reducing power dynamics in the group o Movement of facilitator o Eye-contact with all at the same time Space is your best co-Facilitator Post lunch session began with re-arranging of seating arrangement. From facilitation point of view, it was explained that: Seating should be arranged I a way that it o increases the energy level o increases the eye-contact and avoid being biased; o space for the facilitator to move around and exert his/her authority facilitation is about reducing power and encouraging equality; it is about symbolism and imaginaries sitting system more often reflect stereotypes of the authorities and doesnt erode it too quickly; Facilitator should not always be standing he could sometimes sit as standing is a powerful position. This also depends o the rapport facilitator has built with the groups Understanding Competency and Competency Development Process: Mr. Mohan Dhamotharan facilitated the session on Competency and Competency Development Process, he shared that: A combination of Knowledge, Skills and Attitude only is not Competency. In Veda: Knowledge is inter connected with Action. Even while defining the term knowledge we do not mean the same. Competency is the ability to perform successfully in the changing situations and contexts that may also be imperfect </li><li> 6. 6 | P a g e He further talked about the terms: Symbol, Data, Information, Knowledge and Wisdom: Discussing the competency levels used in competency based learning programmes, Mohan introduced the 5 step competency development process as follows: He mentioned that as facilitators we need to have the competency to deal with different cross cultural contexts and change our behaviors according to the changing contexts. Also, that while facilitating it is important to know the stage of the group (forming, storming, norming and performing) Using the competency development spiral, it was mentioned that it is a slow process and requires time. Unconscious Competency Unconscious Incompetency Conscious Competency Conscious Incompetency Level 1: Self Immersed Focus: I Level 2: Perspective, Realise other's behaviour Focus: I, You Level 3: Change the perspective Change our own behaviour Focus: I, You Level 4: Mentoring Help others to move to different levels Focus: I, You Level 5: Co-Create Create something new, you didnt loose your identity but keep transforming Focus: We Derived from knowledge and has a bigger impact Processed information leading to learning &amp; experience Removed uncertainty of data with a subject Structured symbol1,2 A,B Symb ol Wisdo m Knowle dge InfoData </li><li> 7. 7 | P a g e The points where the person escapes the transformational changes and legitimizes the incompetency (moving from unconscious incompetency to conscious incompetency) was clearly marked. It was also agreed that learning can be reinforced by creating emotional triggers like SHAME. Ram Bhat also introduced the 5 step competency development, especially used for the competency like: People first. The next point discussed in details was the Theme-centered interaction (TCI). TCI is a concept and a method for working in groups. Its aim is social learning and development of the person. Ruth Cohn's original purpose was to "enable a healthy person to remain healthy". Here "health" not only refers to individual well-being, but also to political responsibility in the world. The method is most important for group moderation. It says that in group processes, interests of the individual subjects (I), the developing relational pattern of the group (WE) and the problem at hand, the theme (IT) must be in dynamical balance. This is symbolised by a triangle where individual, group and theme form the corners. Whenever one corner dominates, there are negative side effects. E.g. when the theme dominates, this may be a sign that people hide problems, no group feeling and no personal relationships develop. In WE-centered groups, individual views and needs are suppressed and group dynamics may get so overwhelming that no work is done. The theme gives communication a productive focus, but it must be balanced with the other needs. The WEof the group develops from centering around a theme, that is why TCI is termed theme- centered. The triangle itself is placed in a circle, symbolising the GLOBE, that is the organisational, physical, structural, social, political, ecological surroundings, in a narrow and wider sense, which condition and influence the team work of the group, and which in turn are influenced by the work of the group. The globe can create disturbances and it can upset dynamical balance, shifting weight to one corner of the triangle. Thus one must always be conscious of the globe and the constraints it produces and take it into account. The discussions also turned around the understanding of the Tuckman's Forming, Storming, Norming, and Performing model. This model help new team become effective more quickly. It is well known that one can't expect a new team to perform well when it first comes together. Psychologist Bruce Tuckman first came up with the memorable phrase "forming, storming, norming, and performing" in his 1965 article, "Developmental Sequence in Small Groups." He used it to describe the path that most teams follow on their way to high performance. Later, he added a fifth stage, "adjourning" (which is sometimes known as "mourning"). Forming: In this stage, most team members are positive and polite. Some are anxious, as they haven't fully understood what work the team will do. Others are simply excited about the task ahead. As leader, you play undifferentiated I, self-immersed differentiated I understand You I-You interaction: WE WE becomes "Ba" </li><li> 8. 8 | P a g e a dominant role at this stage, because team members' roles and responsibilities aren't clear. This stage can last for some time, as people start to work together, and as they make an effort to get to know their new colleagues. Storming: Next, the team moves into the storming phase, where people start to push against the boundaries established in the forming stage. This is the stage where many teams fail. Storming often starts where there is a conflict between team members' natural working styles. People may work in different ways for all sorts of reasons, but if differing working styles cause unforeseen problems, they may become frustrated. Storming can also happen in other situations. For example, team members may challenge your authority, or jockey for position as their roles are clarified. Or, if you haven't defined clearly how the team will work, people may feel overwhelmed by their workload, or they could be uncomfortable with the approach you're using. Some may question the worth of the team's goal, and they may resist taking on tasks. Team members who stick with the task at hand may experience stress, particularly as they don't have the support of established processes, or strong relationships with their colleagues. Norming: Gradually, the team moves into the norming stage. This is when people start to resolve their differences, appreciate colleagues' strengths, and respect your authority as a leader. Now that your team members know one-another better, they may socialize together, and they are able to ask each other for help and provide constructive feedback. People develop a stronger commitment to the team goal, and you start to see good progress towards it. There is often a prolonged overlap between storming and norming, because, as new tasks come up, the team may lapse back into behavior from the storming stage. Performing: The team reaches the performing stage when hard work leads, without friction, to the achievement of the team's goal. The structures and processes that you have set up support this well. As leader, you can delegate much of your work, and you can concentrate on developing team members. It feels easy to be part of the team at this stage, and people who join or leave won't disrupt performance. Team formation usually follows easily recognizable stages, known as "forming, storming, norming, and performing." Psychologist Bruce Tuckman, who created this memorable phrase, later added a fifth stage, "adjourning" or "mourning." Keeping the nature of the workshop in mind all the participants were invited to highlight the sessions they would be facilitating in the following days: The day ended with a task to write My Epitaph. </li><li> 9. 9 | P a g e Day 2: 8th January 2015 Ms. Anita Sharma shared the agenda of the day with participants that included: My Epitaph: Experiencing the tool, Discussion on the tool in terms of facilitation Shaping learning programmes around identified sets of competencies Experiences and Processes in designing ALEP Sharing insights on Competency Assessment Test My Epitaph Mr. Ram Bhat began the session by asking the participants to write My Epitaph and share the same, if they would like to. Some of the participants wrote their epitaph on cards while some had it on paper. Almost all were willingly shared the same. While discussing the tool he directed the participants to follow the rules: Visualise: What I want people to remember me for? Or What I want people to write on my epitaph? Explore: Is it what people feel now about you? Decide: What competencies I require to ensure people feel that way about me? The tool and its facilitation was then discussed in details. The tool: It was commonly agreed that this can be very intense session in real workshop as the topic touches the most emotional aspect of an individual. It forces one to think about himself/herself once he/she is gone. It was very well experienced in the session too where one of the participants became very emotional about it. It was also brought to notice that, it is important as a facilitator to decide which exercise is to be done when (The timing of the exercise). Facilitators Perspective: Each session requires a proper closure. It is not clear as to how the facilitator should handle this tool to bring closure. Facilitator sometimes, when challenged by the group, loses control of the process; Facilitator normally should avoid explaining the process twice this le...</li></ol>