Handbook introductory to basic facilitation, based in the training course. Wants to know more about facilitation, training in non formal educaction, being a facilitator with young people? You can check our manual here! From definition to some basic concepts as role and competences of a facilitator, group dynamics, receiving and giving feedback, session and program planning, conflict management & conflict resolution, debriefing, learning to learn, learning theories (multiple intelligences), coaching, and some educational materials and references - you can find the basics here!!!

1. Basic facilitation
handbook

2. INDEX
Contenido
INDEX ............................................................................................................... 2
Introduction .......................................................................................................... 3
What is facilitation? ............................................................................................... 5
Definition ........................................................................................................... 5
Contexts of a facilitator ....................................................................................... 6
Role and competences of a facilitator ....................................................................... 7
Role of a facilitator .............................................................................................. 7
Competences of a facilitator ................................................................................. 9
Group dynamics ...................................................................................................10
What is a group and group dynamics? ..................................................................10
Theory of Tuckman ............................................................................................13
Multiple intelligence ..............................................................................................16
References ..........................................................................................................18
EXTRAS ...............................................................................................................19
Competences of a facilitator ................................................................................19
2

3. Introduction
In June 2013, in the Spanish region of Castilla y León (to be more concrete, in the
beautiful city of Salamanca) was held a training course called “Facilitator Survival kit”,
with the support of the “Youth in Action” European program, the Spanish National
Agency, the Youth institute of Castilla y León, and organized by the “Posibilidades de
Futuro” association.
It was a training that worked the basic competences in facilitation, from a theoretical
point of view (definition, styles, roles) as well as practice (experience from the
participants and partner organizations, study cases; resources and tools in facilitation).
The main aim was to provide participants with basic competences in facilitating group
process with young people both in local and national level as well as in an international
context.
In this course 29 participants took part (group leaders, youth people or youth workers)
from 14 different countries(Germany, Belgium, Bulgaria, Slovakia, Spain, Estonia,
Netherlands, Hungary, Italy, Latvia, Poland, Portugal, Czech Republic and Romania).
3

4. The participants realized a number of activities where they gained or increased their
knowledge about the basic theory in facilitation and their own style as facilitators,
sharing experiences and understanding the roles that are established within the group
dynamics. They developed skills, attitudes and strategies that a facilitator needs when
leading a group, and they acquired resources and tools that will allow them to keep on
working on their competences as facilitators in the future.
The methods that were applied were those of non formal education, where the learning
was active and participative and it was centered in the learner and based in the
experience.
It was also very important for the team to get the maximum possible visibility for the
project, especially during the activities in the training with the participants in Salamanca
(that has a big population of youngster coming both from a national and an international
background).
Some of the work done by the participants that has been compiled, together with the
news about the actions realized and the resources about facilitation, can be found in the
website of the association: www.acpdf.com/fsk
With the material and resources about facilitation, “Posibilidades de Futuro” association
has done this small digital booklet in order to disseminate the information of the training
in an easy way to the partners and any other person that is interested in the facilitation
with young people.
The new about this experience has been published by the Spanish National Agency:
http://www.juventudenaccion.injuve.es/modules/experiences/experiences_0096.html?__locale=en
4

5. What is facilitation?
Definition
If we take a look in the dictionary, we can find that facilitation “is the act of making easy
or easier”, or “the act of process of facilitating”, as well as “to assist the progress of (a
person)”.
A person who takes on such a role is called a facilitator.
Kaner defines facilitator as follows: "A facilitator is an individual who enables groups and
organizations to work more effectively; to collaborate and achieve synergy. She or he is
a “content-neutral” party who by not taking sides or expressing or advocating a point of
view during the meeting, can advocate for fair, open, and inclusive procedures to
accomplish the group’s work. A facilitator can also be learning or a dialogue guide to
assist a group in thinking deeply about its assumptions, beliefs, and values and about its
systemic processes and context"(Kaner: 2007: xv)
What a facilitator does is plan, guide and manage a group event to ensure that the
group's objectives are met effectively, with clear thinking, good participation and full
buy-in from everyone who is involved.
To facilitate effectively, you must be objective. This doesn't mean you have to come from
outside the organization or team, though. It simply means that, for the purposes of this
group process, you will take a neutral stance. You step back from the detailed content
and from your own personal views, and focus purely on the group process (we talk later
about “group process”). The secret of great facilitation is a group process that flows –
and with it will flow the group's ideas, solutions, and decisions too.
Your key responsibility as a facilitator is to create this group process and an environment
in which it can flourish, and so help the group reach a successful decision, solution or
conclusion.
5

6. Contexts of a facilitator
There are different contexts in which a facilitator can be active. For the team of this
training, these main contexts can be classified in:
-
Training: Training facilitators are used in adult education. These facilitators are
not always subject experts, and attempt to draw on the existing knowledge of the
participant(s), and to then facilitate access to training where gaps in knowledge
are identified and agreed on. Training facilitators focus on the foundations of adult
education: establish existing knowledge, build on it and keep it relevant. The role
is different from a trainer with subject expertise. Such a person will take a more
leading role and take a group through an agenda designed to transmit a body of
knowledge or a set of skills to be acquired.
-
Coaching: Coaching facilitators provides individual attention. They attempt to
draw in the personal and learning process of an individual, in order to focus in
creating a path for personal change. They aim for the participant to clarify areas
that need improvement, understand the changes, and provide feedback and
discussions to keep on the track. Such a person works more in the personal
development, motivation, encouragement and trust.
-
Consulting: A consulting facilitator will work with a client (an organization or a
diverse group), in order to assist in a specific subject. They will try to understand
the purpose and outcome of the meeting by discussing it with the client.
-
Leader: A leader facilitator could be someone leading implementation teams or
directing and managing their own business units. They have authority to make
decisions for their group while serving as facilitator during meetings or planning
sessions. They are deeply involved in issues and are content (subject, task,
problem, …) and process (methods, relations, tools, rules, …) experts.
-
Conference: In a conference, the facilitator would be a kind of “air traffic
controller”. They control who is allowed to address the room at any particular
time, asking focusing questions, trying to keep the meeting on theme, and
wrapping up the discussion with the final conclusions and “takes aways”.
-
Debate: In a debate, a facilitator aim to keep the debate running to time. They
will try to make everyone feel at ease, ensuring that everybody has the
opportunity to have their say and not allowing one individual to dominate it. They
ensure the debate stays close to the topic, summarizing an agreed statement for
each topic. At the end they will gain group agreement for the agreed statements.
6

7. Role and competences of a facilitator
Role of a facilitator
When people talk or think about the role of a facilitator there are many differing and
frequently erroneous perceptions about what that role entails.
Some people think of facilitators only as “super time keepers” handling the task of
keeping the meeting or session moving forward in a timely manner.
Others see them as “flip chart secretaries” responsible for recording the information and
keeping track of everything that results from the meeting, perhaps even transcribing it.
Some people seek out a facilitator because they are looking for a sideline cheerleader as
support or someone to do the meeting planning or manage the logistics. Perceptions like
this are a result of a misunderstanding or lack of understanding about the essential role
of facilitator.
So what is a more productive way to view the role of facilitator?
An important first step is to understand that facilitation is a type of process-oriented
leadership that involves interactions between two or more people.
We call it process-oriented leadership because facilitation is, in part, about
understanding, planning and managing process. Process is the “how we are going to do
the work” as opposed to “what we are going to work on” which is the content.
Facilitators therefore are engaged in making decisions about what process component
and stage to enter as well as the tools that are appropriate for the task and the group at
hand.
Facilitation is about taking a leadership role in process and leaving the leadership of
content to the individual or group that owns the content (the client).
Facilitators help to unleash the creative potential in people through believing in the
innate creativity of each individual as well as expecting and encouraging the best in
people. They manage the environment of the group so that each individual is able to
contribute their best. This requires a knowledge and understanding of how people differ
when they are involved in solving problems and managing change along with an ability to
be flexible.
7

8. During our training, the participants were discussing different roles that a facilitator can
take, as well as discussing the characteristics / competences for each of these roles. The
result of this work is summarized here. Roles that a facilitator can take:
-
Learner:
o
o
Openminded
o
-
Be subtle
Capacity to accept / learn mistakes
Need analyser:
o
o
Foresee different situations
o
Asking good questions
o
-
Ask what people need (learn, do, …)
Overview of the situation
Evaluator:
o
o
Be proactive
o
-
Open for feedback
To summarize
Resource person:
o
o
Know types of resources
o
Foresee different situations
o
Observer
o
Listener
o
Relevant
o
-
Being flexible / improvise
Empathy
Designer:
o
o
Stick with process
o
Time management
o
Planning skills
o
-
Creativity
Methods (evaluation ( facilitation)
Team player:
o
o
Conflict management
o
Sense of humor
o
-
Being aware of emotions (own & group)
Curious as a learner
Learning supporter:
8

9. o
Provide info
o
Encourage learner
o
Activate previous knowledge
o
Know about the process of learning
o
Know tools that stimulate learning
o
Communication skills
o
Be confident
o
Asking good questions
Competences of a facilitator
What are the competences one needs and which actions one needs to take to fulfill this
task in each different role? This is the question we tried to answer during the course, and
for which the participants were doing some work in groups.
The team also created a self-assessment tool with competences of a facilitator that
facilitates group process with young people; this tool is organized in knowledge, skills
and attitudes. The competences included in this tool, could be summarized in:
Knowledge:
Group process, facilitation methods, define good objectives, phases of a debriefing,
feedback, phases of a session and programme, conflict theory and management, and
understand different sides of an argument.
Some specific subjects as non formal education, intercultural learning, learning needs.
Skills:
Those linked with previous knowledge (as evaluate a group process, identify learning
needs of a group, run a debriefing, give useful feedback or design a facilitation session).
Some others related to work in a team, communication (asking questions, speaking for a
group, listen actively, express clearly), adapt to the group, motivation, make conclusions,
provide resources, evaluate the impact, make the learning process fun and playful.
Attitudes:
Being empathic, flexible (open for change), creative, neutral, authentic, open to other
people’s opinion and to work with other people. Enjoy what you are doing.
Willingness to connect with people, to learn new things.
9

10. Group dynamics
If you make a research in Google,
you can find a lot of information in
group dynamics.
So if you are really interested in
this subject, we invite you to have
a look out there.
But here some info just to provide
you with some basics.
What is a group and group dynamics?
When we talk about group dynamics or group process, we can start defining a group as a
number of people that are located, gathered or classed together.
To be more specific, a social group is people sharing some social relation and has
collectively a sense of unity; two or more people who interact with one another, exhibit
some degree of social cohesion. Their members share some characteristics that may
include interests, values, representations, ethnic or social background, and kinship ties
(social bond based on common ancestry, marriage, or adoption). In a similar vein, some
researchers consider the defining characteristic of a group the social interaction.
Renowned social psychologist Muzafer Sherif formulated a technical definition with the
following elements: “A social unit consisting of a number of individuals interacting with
each other with respect to:
•
Common motives and goals
•
An accepted division of labor, i.e. roles
•
Established status (social rank, dominance) relationships
•
Accepted norms and values with reference to matters relevant to the group
•
Development of accepted sanctions (praise and punishment) if and when norms
were respected or violated”
10

11. A collection of individuals who have regular contact and frequent interaction, mutual
influence, common feeling of camaraderie, and who work together to achieve a common
set of goals.
A social group is an entity, which has qualities that cannot be understood just by
studying the individuals that make up the group.
Group dynamics refers to a system of behaviors and psychological processes occurring
within a social group, or between social groups.
Intragroup dynamics (also referred to as ingroup-, within-group, or commonly just ‘group
dynamics’) are the underlying processes that give rise to a set of norms, roles, relations,
and common goals that characterize a particular social group.
Amongst the members of a group, there
is a state of interdependence, through
which the behaviors, attitudes, opinions,
and experiences of each member are
collectively influenced by the other group
members. Group formation starts with a
psychological bond between individuals.
Through interaction, individuals begin to
develop group norms, roles, and attitudes
which define the group, and are
internalized to influence behavior.
Group cohesion refers to the processes that keep members of a social group connected.
Terms such as attraction, solidarity, and morale are often used to describe this. Group
cohesion is thought to be one of the most important characteristics of a group, and has
been linked to group performance, intergroup conflict and therapeutic change.
Lewin defined group cohesion as the willingness of individuals to stick together, and
believed that without cohesiveness a group could not exist.
Individual behavior is influenced by the presence of others. For example, studies have
found that individuals work harder and faster when others are present, and that an
individual’s performance is reduced when others in the situation create distraction or
conflict.
Groups also influence individual’s decision-making processes. These include decisions
related to ingroup bias, persuasion, obedience, and groupthink. There are both positive
11

12. and negative implications of group influence on individual behavior. This type of influence
is often useful in the context of work settings, team sports, and political activism.
However, the influence of groups on the individual can also generate extremely negative
behaviors, evident in Nazi Germany for example.
Why could it be interesting to know and understand the dynamics within a group?
Because then we can understand their decision-making behavior, and the characteristics
and behavior of any of the members that will be influenced by the group, and will be
different that if we just studied the individuals. We can know why a group keeps
connected, and work on their performance or to avoid conflicts. We can increase the
chance that a group will be successful, or their effectiveness.
We would like to finish with the following ground rules for Effective groups, defined by
Roger Schwarz:
1. Test assumptions and inferences.
2. Share all relevant information.
3. Use specific examples, and agree on what important words mean.
4. Explain your reasoning and intent.
5. Focus on interests, not positions.
6. Combine advocacy and inquiry.
7. Jointly design steps and ways to test disagreements.
8. Discuss undiscussable issues.
9. Use a decision-making rule that generates the level of commitment needs.
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13. Theory of Tuckman
Bruce W. Tuckman was one of the first psychologists to study and define group
dynamics. In 1965, Tuckman recognized and defined the stages of group development.
He also suggested that groups must experience all five stages of development to reach
maximum effectiveness. These stages of development also help you to understand other
basic principles that come into play during group dynamics.
Tuckman first described four distinct stages, but later added a fifth. Groups go through
these stages subconsciously but the understanding of the stages can help groups reach
the last stage effectively. The five stages are forming, storming, norming, performing
and adjourning. Although groups go through these stages in the order listed, a group can
be at a later stage, then go back to a previous stage before continuing forward. For
example, a group might be working efficiently in the performing phase but the arrival of
a new member might force them back into the storming stage.
We describe each of these stages:
1) Forming: Orientation, testing and dependence. Pretending to get on or get along
with others.
First stage of team building. The members of the team get to know one another,
exchange some personal information, and make new friends. This is also a good
opportunity to see how each member of the team works as an individual and how
they respond to pressure.
The individual's behavior is driven by a desire to be accepted by the others, and avoid
controversy or conflict. Serious issues and feelings are avoided, and people focus on
being busy with routines, such as team organization, who does what, when to meet,
etc. Individuals are also gathering information and impressions – about each other,
and about the scope of the task and how to approach it.
13

14. This is a comfortable stage to be in, but the avoidance of conflict and threat means
that not much actually gets done. The team meets and learns about the opportunities
and challenges, and then agrees on goals and begins to tackle the tasks. Team
members tend to behave quite independently, they are usually on their best behavior
but very focused on themselves. They may be motivated but are usually relatively
uninformed of the issues and objectives of the team. Mature team members begin to
model appropriate behavior even at this early phase.
2) Storming: Resistance to group influence and tasks requirements. Letting down the
politeness barrier and trying to get down to the issues even if tempers flare up
In this stage, different ideas compete for
consideration. The team addresses issues
such as what problems they are really
supposed to solve, how they will function
independently and together and what
leadership model they will accept. Team
members open up to each other and
confront each other's ideas and
perspectives. In some cases storming can
be resolved quickly. In others, the team
never develops past this stage.
The maturity of some team members usually determines whether the team will ever
move out of this stage. Some team members will focus on minutiae to evade real
issues.
The storming stage is necessary to the growth of the team. It can be contentious,
unpleasant and even painful to members of the team who are averse to conflict.
Tolerance of each team member and their differences should be emphasized. Without
tolerance and patience the team will fail. This phase can become destructive to the
team and will lower motivation if allowed to get out of control.
Supervisors of the team during this phase may be more accessible, but tend to
remain directive in their guidance of decision-making and professional behavior. The
team members will therefore resolve their differences and members will be able to
participate with one another more comfortably. The ideal is that they will not feel that
they are being judged, and will therefore share their opinions and views. Normally
tension, struggle and sometimes arguments occur. This stage can also be upsetting.
14

15. 3) Norming: Openness to other group members. Getting used to each other and
developing trust and productivity.
The team manages to have one goal and come to a mutual plan for the team at this
stage. Some may have to give up their own ideas and agree with others to make the
team function. In this stage, all team members take the responsibility and have the
ambition to work for the success of the team's goals. The danger here is that
members may be so focused on preventing conflict that they are reluctant to share
controversial ideas.
4) Performing: Constructive action. Working in a group to a common goal on a highly
efficient and cooperative basis.
It is possible for some teams to reach this stage. These high-performing teams can
function as a unit as they find ways to get the job done smoothly and effectively
without inappropriate conflict or the need for external supervision. By this time, they
are motivated and knowledgeable. The team members are now competent,
autonomous and able to handle the decision-making process without supervision.
Dissent is expected and allowed as long as it is channeled through means acceptable
to the team. Supervisors of the team during this phase are almost always
participative. The team will make most of the necessary decisions. Even the most
high-performing teams will revert to earlier stages in certain circumstances. Many
long-standing teams go through these cycles many times as they react to changing
circumstances. For example, a change in leadership may cause the team to revert to
storming as the new people challenge the existing norms and dynamics of the team.
5) Adjourning or Mourning: Disengagement. Dissolution of a group (added later by
Tuckman). This stage involves completing the task and breaking up the team.
This model refers to the overall pattern of the group, but of course individuals within a
group work in different ways. If distrust persists, a group may never even get to the
norming stage.
15

16. Multiple intelligence
In the 1970s, Howard Gardner, a professor of education at Harvard University, started
questioning the traditional definition of intelligence on which intelligence tests were
based. Gardner worked with talented children and adults who had brain damage. He
found that people had many other gifts and talents that weren't necessarily reflected in
the traditional ideals of intelligence.
In 1983, Gardner published the book "Frames of Mind," which outlined seven different
types of intelligence. Ten years later, he added an eighth type. This multiple intelligences
(MI) theory became a popular model for understanding the many ways in which human
intelligence exists.
The initial intelligences are:
Visual-Spatial - think in terms of physical
space, as do architects and sailors. Very aware
of their environments. They like to draw, do
jigsaw puzzles, read maps, daydream. They
can be taught through drawings, verbal and
physical imagery. Tools include models,
graphics, charts, photographs, drawings, 3-D
modeling, video, videoconferencing, television,
multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic - use the body effectively, like a dancer or a surgeon. Keen sense of
body awareness. They like movement, making things, touching. They communicate well
through body language and be taught through physical activity, hands-on learning,
acting out, role playing. Tools include equipment and real objects.
Musical - show sensitivity to rhythm and sound. They love music, but they are also
sensitive to sounds in their environments. They may study better with music in the
background. They can be taught by turning lessons into lyrics, speaking rhythmically,
tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM,
multimedia.
Interpersonal - understanding, interacting with others. These students learn through
interaction. They have many friends, empathy for others, street smarts. They can be
taught through group activities, seminars, dialogues. Tools include the telephone, audio
16

17. conferencing, time and attention from the instructor, video conferencing, writing,
computer conferencing, E-mail.
Intrapersonal - understanding one's own interests, goals. These learners tend to shy
away from others. They're in tune with their inner feelings; they have wisdom, intuition
and motivation, as well as a strong will, confidence and opinions. They can be taught
through independent study and introspection. Tools include books, creative materials,
diaries, privacy and time. They are the most independent of the learners.
Linguistic - using words effectively. These learners have highly developed auditory skills
and often think in words. They like reading, playing word games, making up poetry or
stories. They can be taught by encouraging them to say and see words, read books
together. Tools include computers, games, multimedia, books, tape recorders, and
lecture.
Logical –Mathematical - reasoning, calculating. Think conceptually, abstractly and are
able to see and explore patterns and relationships. They like to experiment, solve
puzzles, ask cosmic questions. They can be taught through logic games, investigations,
mysteries. They need to learn and form concepts before they can deal with details.
17

18. References
http://infed.org/mobi/facilitating-learning-and-change-in-groups-and-group-sessions/
http://www.mindtools.com/pages/article/RoleofAFacilitator.htm
http://en.wikipedia.org/wiki/Facilitation_(business)
http://www.seriesyonkis.com/serie/the-walking-dead
http://www.virginia.edu/processsimplification/resources/Facilitator.pdf
http://www.cpsb.com/research/communique/featured-articles/Understanding-the-roleof-Facilitator.pdf
http://www.mindtools.com/pages/article/RoleofAFacilitator.htm#sthash.t3qwEarf.dpuf
http://www.mindtools.com/pages/article/RoleofAFacilitator.htm
http://www.iaf-world.org/index/ToolsResources/TrainingDirectory.aspx
http://iaf-world.org/index/ToolsResources/IAFJournal/IAFJournal.aspx
http://docs.lib.purdue.edu/ijpbl/vol1/iss1/4/
http://facilitatoru.com/blog/free-resources/
http://blog.kevineikenberry.com/
http://www.learncom.com/productSearch.do?key=communication
http://infed.org/mobi/facilitating-learning-and-change-in-groups-and-group-sessions/
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19. EXTRAS
Competences of a facilitator
Knowledge:
•
Know how a conflict develops and how to deal with it
•
Understand how a group process works
•
Know a wide variety of facilitation methods
•
Know how to define good objectives
•
Know the different phases of a debriefing
•
Know the basic guidelines of giving feedback
•
Knowledge about Non-Formal education
•
Knowledge about intercultural learning
•
Knowledge about different phases of a session and a programme
•
Understand that different people have different learning needs
•
Understand different sides of an argument
Skills:
•
Asking questions that make people reflect
•
Self-assessing your own learning and learning needs
•
Speaking for a group
•
Choosing appropriate methods
•
Giving useful feedback in an educational context
•
Supporting a group in defining their needs
•
Adapt facilitation to the target group you are working with
•
Motivate individuals in the group
•
Make the learning process fun and playful
•
Design a facilitation session
•
Design a facilitation programme
•
Facilitate a group discussion
•
Make conclusions
•
Giving useful feedback in an educational context
•
Supporting a group in identifying what they have achieved
•
Identify learning needs of a group
19

20. •
Listen actively
•
Express, thoughts, feelings and emotions clearly
•
Identify in which phase a group is in a group process
•
Identify methods that support the group/individuals in the group process phase
they are in
•
Not letting your own opinion or cultural identity influence the group process
•
Work together in a team
•
Run a debriefing
•
Provide resources for a group
•
Evaluate a group process
•
Evaluate the impact of an activity
Attitudes:
•
Being empathic
•
Being open for change (flexibility)
•
Willingness to connect with the people of your group
•
Being neutral
•
Being creative in methods and approach
•
Being authentic (who you are)
•
Willingness to learn new things
•
Openness to work together with other people
•
Being genuinely interested in other people
•
Being open to other people´s opinion
•
Enjoy what you are doing
20