User:Sadiq.patel/sandbox

           Group Facilitation        

What is Group Facilitation?
Group facilitation is a skill used to perform specific functions or activities before, during and after a meeting to help a group achieve its own objectives. A group facilitator is usually a neutral third party with some expertise in effective group processes, accepted by the group to observe and guide ways in which a group functions, intervening when conflicts or barriers arise, and equipping group members with skills to maintain group cohesion.

Importance in Social Work
There are many situations in which groups benefit from having an effective facilitator involved. Social workers often work with groups, communities and coalitions as facilitators. This is not to be confused with therapeutic groups, although many of the dynamics are similar. As a facilitator, it is important to understand the facilitator’s role, the skills necessary, and the core values that guide effective group facilitation.

Core Values
Core values that guide effective facilitation include but are not limited to :
 * Valid information
 * Free and informed choice
 * Internal commitment
 * Compassion
 * Serving everyone’s interests and thinking systematically
 * Increasing responsibility and ownership and reducing dependence
 * Creating conditions for learning

Why are Facilitation Skills Necessary
In order to optimize a group’s effectiveness in planning and learning, member engagement, and leadership and skill development, the processes by which the group operates must support these functions. A good process empowers group members to participate, share their ideas, and to take responsibility for the success of the group.

Group Dynamics
To effectively facilitate a group meeting the facilitator must know what stage the group is at. According to [| Bruce Tuckman] (1965) there are four main [|Tuckman's Stages of Group Development] : Forming, Storming, Norming, Performing

Forming
In the forming stage, group members are getting to know one another. Group members efforts are directed towards being accepted by the group; often resulting in low productivity. In this stage, it is important that the facilitator establish clear expectations and works with the group to set ground rules.


 * Common Characteristics
 * Exploration
 * Focus on similarities and differences
 * First impressions are key
 * Confusion/anxiety
 * Lower productivity
 * Issues of inclusion, leadership, developing trust
 * Open communication is a must

Storming
In the storming stage, conflict begins to arise. Group members are challenging group norms and fighting for power. It is important that the facilitator address the conflict that is arising in a respectful, but direct manner. This is a great time for facilitators to model how conflicts should be resolved. If conflict is not address the group can become stagnant and unproductive.


 * Common Characteristics
 * Competition
 * Strained relationships
 * Leader is challenged
 * Tension and disunity
 * Differences are uncomfortable
 * Issues of autonomy vs. control, support vs. competition, influence, decision-making

Norming
In the norming stage, the group starts to become productive. Group member’s focus is no longer on themselves, but the group. Group members begin to work towards shared goals and objectives. The facilitator’s role is to support this process.


 * Common Characteristics
 * Increased cohesion
 * More collaboration
 * Emerging trust
 * Appreciation of differences
 * Issues of strengthening relationships, open communication, positive/constructive feedback

Performing
In the performing stage, group’s productivity is very high. The group begins to work autonomously and needs little direction. Unfortunately, many groups do not reach the performing stage.


 * Common Characteristics
 * You have to go through the other stages to get here
 * Harmony
 * Productivity
 * Problem-solving
 * Shared and participative leadership
 * Full development of potential

Groups can go through these stages multiple times. Common circumstances that can cause a group to regress are changes in leadership and addition or lose of members.

What are facilitation skills?
The role of the facilitators is to 'think group', attend to purpose, and stay in touch with themselves.

Think Group
“Think group” means facilitators focus on the group not a single individual. Facilitators are aware and attend to group processes. In all the facilitator works with the group and helps the group help themselves.

Attend to Purpose
Facilitators keep the group on task and moving forward to achieve both individual and collective goals. The facilitators work with groups to produce opinions and ideas not further their own notions.

Stay in Touch with Themselves
Facilitators must know themselves. They must be conscious of their identities, how it changes depending on context, and how their identities might affect group process. As well as, how their identities inform their attitudes, beliefs, opinions, and ideas. Facilitators should be aware of their biases and where they come from; in addition to, how to work through their biases. Facilitators must understand what they bring to the group in terms of knowledge, skills, and time.

Facilitators Skills and Tips

 * Don't memorize a script
 * To be an effective group facilitator one must be flexible. Memorizing a script hinders the natural process of speaking freely. Know main talking points, and sound natural.
 * Watch the group's body language
 * If the group seems bored, tired, fidgety it will be beneficial for the group to take a break or do some energizers. And if you see confused looks on too many faces, you may need to stop and check in with the group, to make sure that everyone knows where you are in the agenda and that the group is with you.
 * Always check back with the group
 * After each major section of the meeting stop and check-in with the group to make sure everyone’s questions are answered, everyone understands, and agrees with what has been said.
 * Summarize and pause
 * After finishing a main point recap what was said and pause for questions and comments.
 * Be aware of your own behavior
 * How you act makes an impact on how participants feel so be aware of your tone of voice and verbal/body language. If you become nervous take a break.
 * Occupy your hands
 * Hold onto a marker, chalk, or the back of a chair.
 * Watch your speech
 * Be conscious of the language you use to not offend of isolate other people.
 * Use body language of our own
 * Do not stand in front of the room the entire meeting. Walk around, but be mindful of others and their space.
 * Don't talk to the newsprint, blackboard or walls--they can't talk back!
 * Do not talk while your back is turned to the group.

Climate and Environment
The environment and general "climate" of a meeting or planning session sets an important tone for participation.

Key questions

 * Is the location a familiar place, one where people feel comfortable? Is the meeting site accessible to everyone? If not, have you provided for transportation or escorts to help people get to the site?
 * If people feel that the site is too far from them or in a place they feel is "dangerous," they may not attend the meeting. If they do come, they may arrive feeling they were not wanted or their needs were not considered.
 * Is the meeting site accessible to everyone? If not, have you provided for transportation or escorts to help people get to the site?
 * If people feel that the site is too far from them or in a place they feel is "dangerous," they may not attend the meeting. If they do attend, they may feel they were not wanted or that their needs were not considered.
 * Is the space the right size?
 * If you want to make a planning group feel like a team, a large meeting hall for only 10 or 15 people may feel intimidating making participants feel self-conscious and quiet. On the other hand, if you're taking a group of 30 individuals through a meeting, a small conference room where people are uncomfortably crunched together can make for disruption: folks shifting in their seats, getting up to stretch. This can cause a real break in the mood and feeling of your meeting or planning meeting. You want folks to stay focused and relaxed.

Logistics and Room Arrangements
The environment and general "climate" of a meeting or planning session sets an important tone for participation.

'''  Key Questions

'''
 * Chair arrangements
 * Having chairs in a circle or around a table encourage discussion, equality, and familiarity. Speaker's podiums and lecture style seating make people feel intimidated and formal.
 * Places to hang newsprint
 * You may be using a lot of newsprint or other board space during your meeting. Can you use tape without damaging the walls? Is an easel available? Is there enough space so that you can keep important material visible instead of removing it?
 * Sign-In sheet
 * Is there a table for folks to use?
 * Refreshments
 * Grumbling stomachs will definitely take folks minds off the meeting. If you're having refreshments, who is bringing them? Do you need outlets for coffee pots? Can you set things up so folks can get food without disrupting the meeting? And who's cleaning up afterwards?
 * Microphones and audio visual equipment
 * Do you need a microphone? Video cameras? Can someone set up and test the equipment before you start?

Ground Rules
If you want participation to flow and for individuals to feel invested in following the rules, the group should develop the rules as one of the first steps in the process.

 Common Ground Rules 


 * One person speaks at a time
 * Raise your hand if you have something to say
 * Listen to what other people are saying
 * No mocking or attacking other people's ideas
 * Be on time coming back from breaks
 * Respect each other
 * A process to develop ground rules is:
 * Begin by telling individuals that you want to set up some ground rules that everyone will follow as we go through our meeting. Put a blank sheet of newsprint on the wall with the heading "Ground Rules."
 * Ask for any suggestions from the group. If no one says anything, start by putting one up yourself. That usually starts people off
 * Write any suggestions up on the newsprint. It's usually most effective to "check -in" with the whole group before you write up an idea ("Sue suggested raising our hands if we have something to say. Is that O.K. with everyone?") Once you have gotten 5 or 6 good rules up, check to see if anyone else has other suggestions
 * When you are finished, ask the group if they agree with these Ground Rules and are willing to follow them. Make sure you get folks to actually say "Yes" out loud.

The Meeting Process

 * Start the meeting on time
 * Welcome everyone
 * Make introductions
 * Review the agenda, objectives and ground rules for the meeting
 * Encourage participation
 * Stick to the agenda
 * Avoid detailed decision-making
 * Seek commitments
 * Bring closure to each item
 * Respect everyone's rights
 * Be flexible
 * Summarize the meeting results and needed follow-ups
 * Thank the participants
 * Close the meeting

Addressing Conflict
As mentioned above the role of the facilitator is to help the group become and remain a constructive and cohesive unit. Conflict within the group is not always a bad thing. It shows that group members are invested, taking ownership of their ideas, and sharing openly. However, instances arise in which group members may become disruptive conflict is no longer constructive. It is important that the facilitator know when and what type of intervention is appropriate and with whom to intervene whether it be an individual or the group as a whole. Interventions include specific things that the facilitator might say or do as a means to help the group stay on track. Intervention should take long-term goals into consideration, such as promoting group autonomy and effectiveness once the facilitator is gone.

Prevention

 * 1) From the beginning, establish agreement on the agenda, ground rules, goals and processes.
 * 2) Listen to each member closely.
 * 3) Show respect for the experiences of the group members.
 * 4) Learn the group’s expectations for the meeting, which may include surveying group members before the meeting.
 * 5) Stay in the facilitator role: Maintain the core values established above, and keep your opinions of the content to yourself.
 * 6) Be open, honest, and refrain from being defensive in order to maintain the group’s trust.

Non-intervention
Sometimes people just need a moment to cool down and a break can provide the time and space they need to do so.

Low-Level Intervention

 * 1) Accept or legitimize the point being made by the person disrupting the meeting and ask relevant questions to highlight the point’s importance.
 * 2) Refer back to the ground rules established in the beginning.
 * 3) Remind the group that the goal is to work collaboratively to a solution that works for everyone.
 * 4) Address the concern/task at hand in smaller work groups.
 * 5) Build the groups capacity to work together by introducing a relevant concept or method from group development theory.
 * 6) If the problem is side conversations or lack of participation, use body language and cues such as eye contact or moving closer to area where those causing the disruption are.
 * 7) If there is tension in the room and it is appropriate, use humor to lighten the mood.

Medium-Level Intervention
Speak one on one with the disrupter during a break. Politely but firmly identify their behavior as problematic. Discover if there is another solution to the problem or if another way to address their concerns.

High-Level Intervention
Sometimes conflict becomes frustrating and disruptive enough that the success of the group or the legitimacy of the facilitator is put at risk and therefore requires direct intervention. One solution maybe to step back and examine the processes by which the group defines the problem, make decisions, or even establishes relevant criteria. Determine some common ground, and articulate agreement, asking the group to confirm this agreement. Reframe the problem and identify different ways in finding a solution.

If it is one group member’s behavior causing the disruption, identify what the problem is and ask the rest of the group how they feel about the manner of participation.