A presentation by Michael Wilkinson, Managing Dir., Leadership Strategies Inc. for the 2012 NetSpeed Learning Solutions Thought Leadership Series

1. Facilitation for Leaders
How to Use Facilitation
Skills to Transform Your
Organization
Adapted from The Effective Facilitator 4-day class
www.leadstrat.com
© 2 0 1 0 L EA D E RSH I P ST R AT EG I E S , I N C .

2. A. Who is Leadership Strategies?
 The leading provider of facilitators and facilitation training in
the U.S.
 Over 500 facilitators under contract through the Find a
Facilitator Database
 Public classes in Atlanta, Boston, Chicago, Dallas, DC, Denver,
Los Angeles, NY, San Francisco, Sydney, Toronto
 Over 16,000 trained in facilitation skills through The Effective
Facilitator course
2

3. B. Your Facilitator
 Managing Director of Leadership
Strategies
 Author, The Secrets of Facilitation, The
FACILITATOR
Secrets to Masterful Meetings and Buying
Styles
 One of the first five Certified Master
Facilitators in the world
 Founder of the National Facilitator
Database (www.findafacilitator.com)
 Board member of the International
Institute for Facilitation
Michael Wilkinson  Named Facilitator of the Year by SEAF,
Certified Master Facilitator 2003
 Co-Program Chair of the IAF, 2007
3

4. C. Session Objectives
1. Outline a comprehensive methodology for facilitating groups
2. Provide over a dozen techniques you can begin using
immediately
3. Provide next steps for those who would like to learn more -
4

5. D. Session Agenda
I. Getting Started
II. Overview of the Principles of Facilitation
III. Facilitation Tools and Techniques
IV. Next Steps
V. Questions & Answers
5

6. Poll #1: Experience Level
How many facilitated sessions have you led or attended in the
last twelve months?
 More than 20 -
 10 to 19
 5 to 9
 1 to 4
 None
6

7. II. Facilitation Overview
The Scenario: Facilitating Solutions
 Sr. Manager with E&Y
When we created the answers
 Management Reviews
 100% Solution – 15% Implemented
 Facilitated Solutions
When they created the answers
 85% Solution – 80% Implemented
Why?
ED = RD x CD
Effective
Decision
Right
Decision
Commitment
to Decision
-
7

8. The Principles Summarized
 Principle 1. PREPARING FOR SUCCESS
Cover All the Bases
 Principle 2. GETTING THE SESSION STARTED
Inform, Excite, Empower, Involve
 Principle 3. FOCUSING THE GROUP
Establish the Course Avoid Detours
 Principle 4. RESPECTING THE POWER OF THE PEN
Use It, Don't Abuse It, Make It Theirs
 Principle 5. INFORMATION GATHERING
Know Your Tools and How to Use Them
-
8

9. The Principles Summarized
 Principle 6. MANAGING DYSFUNCTION
Conscious Prevention, Early Detection, Clean Resolution
 Principle 7. CONSENSUS BUILDING
Generate a Consensus-Focused Process
 Principle 8. KEEPING THE ENERGY HIGH
Set the Pace, Anticipate Lulls, React Accordingly
 Principle 9. CLOSING THE SESSION
Review, Evaluate, Close, Debrief
 Principle 10. AGENDA SETTING
Adapt Your Agenda to Address the Need
9

10. The Facilitator’s
Methodology THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
10

11. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
11

12. Poll #2: True or False?
Outside of logistics, the three most important things to know in
preparing for a meeting are the 3 Ps: the participants, the
desired products, and the process or agenda.
 Answer: FALSE!
 Why: The MOST IMPORTANT thing
to know in preparing for a meeting
is the meeting purpose
12

13. Principle 1 – Preparing for Success
Covering All the Bases
A. Interview Sponsor F. Educate the Project Team
B. Identify Key Roles in the G. Prepare for Hat Technique
session H. Interview the Participants
C. Define Objective and I. Get Oriented on the
Agenda Business Area
D. Prepare Sample J. Prepare the Room
Deliverable K. Prepare Opening
E. Know the Process Cold
13

14. Preparation
 The 5 P’s:
– Purpose – Why are we having this session?
– Product – What do we need to have when we are done?
• Hands – What do they need to have in their hands when the session is
over?
• Head – What do you want them to know?
• Heart – What do you want them to believe?
– Participants – Who will be attending? What are their attitudes?
– Probable Issues – What issues will be addressed?
-
– Process – What steps will get us there?
14

15. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
15

16. Poll #3: True or False?
After introductions if necessary, meetings should generally start
with a review of the agenda.
 Answer: FALSE!
 Why: Start with purpose. -
16

17. Principle 2 – Getting the Session Started
Inform, Excite, Empower, Involve
A. Set-up with 30 Minutes to G. Effectively Deliver Your
spare Opening
B. Optimize Your Set-up H. Request Participants’
C. Utilize the Gathering Objectives
Period I. Review the Agenda
D. Kick-off Promptly J. Establish Ground Rules
E. Set the Stage with Your K. Define the Parking Boards
Opening L. Define Consensus
F. Memorize Your Opening M. Open "On the Fly"
17

18. Set the Stage With Your Opening
18

19. Set the Stage With Your Opening
 Through your opening words, you must …
– Inform participants about the purpose and
product.
– “The purpose of this meeting is…
when we are done we will have…”
-
19

20. Set the Stage With Your Opening
 Through your opening words, you must …
– Excite participants about benefits.
– What is the overall result to
be achieved? WII-FM?
-
20

21. Set the Stage With Your Opening
 Through your opening words, you must …
– Empower participants by discussing the important
role they play in the process.
– Why were they selected? -
What authority have they
been given?
21

22. Set the Stage With Your Opening
 Through your opening words, you must…
– Involve participants
– Ask their personal objectives
or gain participation.
-
22

23. Set the Stage With Your Opening
 Which are we best at?
 Which are we worst at?
Let’s look at 2 Examples

X -
23

24. Excite Example #1
 Good morning, it’s a pleasure to be here this morning.
 Our objective for the next two days is to walk away with a plan
for improving the hiring process (inform).
 What is exciting about this?
 If we are successful, we will walk away with a new hiring
process that will help our organization get the right people
hired and get them hired quickly.
24

25. Excite Example #2
 Good morning, it’s a pleasure to be here this morning.
 Our objective for the next two days is to walk away with a plan
for improving the hiring process (inform).
 What is exciting about this?
 Today you may have people on your staff who don’t have the
skills or the attitude you need. As a result, you are having to
work much harder to make up for what they aren’t doing. This
is your opportunity to put strategies in place to ensure that you
get the people you need to get the work done.
25

26. Which is better? Why?
Example 1 Example 2
 If we are successful, we will  Today you may have people
walk away with a new hiring on your staff who don’t have
process that will help our the skills or the attitude you
organization get the right
need. As a result, you are
people hired and get them
having to work much harder
hired quickly.
to make up for what they
aren’t doing. This is your
opportunity to put strategies
in place to ensure that you
get the people you need to
get the work done.
26

27. Which is better? Why?
Example 1 Example 2
 If we are successful, we will  Today you may have people
walk away with a new hiring on your staff who don’t have
process that will help our the skills or the attitude you
organization get the right
need. As a result, you are
people hired and get them
having to work much harder
hired quickly.
to make up for what they
aren’t doing. This is your
NOTICE THE # OF opportunity to put strategies
“YOU” AND “YOUR”! in place to ensure that you
-
get the people you need to
get the work done.
27

28. Set the Stage With Your Opening
With Excite:
Say “you” or “your”
at least 4 times!
28

29. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
29

30. Principle 3 – Focusing the Group
Establish the Course, Avoid Detours
A. Set the course with G. Use extended prompt
checkpoints questions
B. Restart with extended H. Summarize results
checkpoints I. Be conscious of time
C. Warm up the group J. Use breakout sessions
D. Use your PEDEQS K. Know when to regroup
E. Label charts to improve
focus
F. Redirect side issues
30

31. Set the Course with Checkpoints
At the beginning of each facilitated process…
31

32. Set the Course with Checkpoints
 Review
Review quickly what has been
done to date.
 Preview
Describe briefly what the group is
about to do.
 Big View
Explain how the previewed
agenda item fits into the overall
objective of the session.
32

33. Sample Agenda
Purpose:
Define the changes necessary to increase the efficiency and
effectiveness of the hiring process
Agenda: Review-Preview-Big View
A. Introduction
B. How does it work today?
C. What are the problems and root causes
D. What are the potential improvements
E. Prioritize improvements  We have just completed…
F. Develop an implementation plan  Next we are going to…
G. Review and close
 This is important because… -
33

34. Sample Agenda
Purpose:
Define the changes necessary to increase the efficiency and
effectiveness of the hiring process
Agenda: Review-Preview-Big View
A. Introduction
B. How does it work today?
C. What are the problems and root causes
D. What are the potential improvements
E. Prioritize improvements  We have just completed…
F. Develop an implementation plan  Next we are going to…
G. Review and close
 This is important because… -
34

35. Redirect Side Issues
 Monitor comments for relationship to the process underway.
 If the discussion goes off track, use a redirection question.
“That’s a good point. Can we put it on the
issues list so we don’t forget it?”
-
-
35

36. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
36

37. Poll #4: True or False?
When recording information on a flip chart, it is okay to
paraphrase as long as you ask people for permission.
 Answer: FALSE!
 Why: When you write your words, you
disempower the group and reduce ownership.
-
37

38. Principle 4 – Power of the Pen
Use It, Don't Abuse It, Make It Theirs
A. Write First, Discuss Second G. Avoid Lulls While Writing
B. Write What is Said H. Assign an Order to Your
C. Add Your Words Speakers
Discriminately I. Use Multiple Flip Charts
D. Ask, Don’t Tell J. Employ the Right
E. Write So They CanRead It Recording Tool
F. Use Additive Editing K. Post According to Your Wall
Plan
38

39. Write First, Discuss Second
 Record what is said without  By recording what is said,
regard to value -
you are saying “Thank You”
of completeness
for making a contribution
– If what is said is
incomplete…Record it!  You can use your
– If what is said can be questioning techniques to
improved upon… make sure that the
– If what is said is not what you comment is refined or
were looking for… deleted later
– If what is said is wrong…
Still Record It!
39

40. Write What is Said
 Record as many of the speaker’s words as is necessary
 It is not necessary to record all the speaker’s words
 If you are not certain what was said, ask for confirmation, or -
ask for the headline
40

41. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
41

42. Poll #5: True or False?
When formulating questions to get lots of ideas, the most
important attribute of the question is that it is open-ended.
 Answer: FALSE!
 Why: The key is formulate a question that helps
the participates visualize the answers!
-
42

43. Principle 5 – Information Gathering
Know Your Tools and How to Use Them
A. Ask Great Starting E. Brainstorm to Generate
Questions Ideas
B. Guide With Reacting F. Group to Categorize
Questions G. Prioritize to Identify Key
C. Float Ideas if Necessary Items
D. List to Gather Details H. Lobby to Gain Buy-In
43

44. The Starting Question
You are interviewing a group of school registrars to talk with them
about the scheduling process. Which is the better starting
question? Why?
Question Type A Question Type B
The first thing we want to If you were about to develop
talk about are inputs. the school schedule, what is
What are the inputs to the information you would
the scheduling process? need to have close by?
44

45. Ask Great Starting Questions
 Three parts to a great starting question
– Begin with an image building phrase (“think about”, “imagine”,
“consider”, “if”)
– Extend the image to the answers
(at least two phrases)
– Ask the direct question (Type A) to get the information you want
But you build the
question from the -
bottom up!
45

46. Ask Great Starting Questions
You want the participants to identify the steps in the hiring
process.
But you build the
What is the Type-A question? question from the
bottom up!
 “What are the steps in the hiring process?”
How do you extend the image to the answers? (use synonyms)
 Think about all the things you had to do to get that person hired,
all the actions you had to go through, all the people you had to
talk with, the forms and everything.
What image-building phrase can you use?
 “Think about the last time your hired someone.” -
46

47. Ask Great Starting Questions
You want the participants to identify the steps in the hiring
process.
The Type-B Question
 “Think about the last time your hired someone. Think about all
the things you had to do to get that person hired, all the actions -
you had to go through, all the people you had to talk with, the
forms and everything. What are the steps in the hiring process?”
47

48. Ask Great Starting Questions – YOUR TURN!
You want the participants to identify the PROBLEMS with the
hiring process.
1.Image
Now, think of an image building phrase and then…
Building
Type your Type B question in the CHAT BOX. Phrase
What are synonyms for problems?
 Challenges 2.Expand
Image to
 Barriers
Answers
 Things that went wrong
What is the Type-A question? -
3.Ask the
Type A
 “What are the problems with the hiring process?”
48

49. Ask Great Starting Questions – YOUR TURN!
You want the participants to identify the PROBLEMS with the
hiring process.
The Type-B Question
 “Think about the last time your hired someone. Think about the -
problems you had, the things that went wrong, the challenges
you had to overcome to get that person hired. What are the
problems with the hiring process?”
-
49

50. Ask Great Starting Questions
 When do you use a Type-B?
– At the beginning of every agenda item
 It takes preparation!
– If you don’t prepare, you will most likely use a Type-A
 Create a list of Type-B questions for the standard sessions you
facilitate.
-
50

51. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
51

52. Principle 6 – Managing Dysfunction
Conscious Prevention, Early Detection, Clean Resolution
A. Understand Dysfunctional Behavior
B. Separate Symptom from Root Cause
C. Focus on Prevention
D. Detect Non-Verbal Cues
E. Address Dysfunction Effectively
F. Inform the Group When Appropriate
G. Reward Functional Behavior
H. Respond Appropriately When Challenged
52

53. Dysfunctional Behavior
As the degree of the * Physically attacking someone
Severity of Disruption dysfunction increases, * Leaving the room in disgust
the severity of the
disruption caused * Verbal attack directed at a participant
by the dysfunction * Negative comments about a participant
increases as well
* Audible sighs of displeasure
* Negative physical reactions
* Doing other work in the session
* Side Conversations
* Folded arms, facing door or windows
* Silence, lack of participation
* Arriving late, leaving early
Degree of Dysfunction
53

54. Poll #6: Dysfunctions?
Which of these dysfunctions is common in your organization? –
check as many as apply
 Arriving late, leaving early
 Silence, lack of participation
 One person dominating
 Side conversations
 People doing other work, Blackberries
54

55. Understand Dysfunctional Behavior
Dysfunctional behavior is any activity
by a participant which is consciously or
unconsciously a substitution for
expressing displeasure with the session
content, the facilitation process, or an
outside factor.
55

56. Separate Symptom from Root Cause
 Treat dysfunctional behavior as a sign that the participant is
asking for help
 The participant is waving a red flag that is masking the real
issue (root cause)
 Dysfunctional behavior is a symptom
 Dysfunctional behavior tends to get worse over time -
56

57. Address Dysfunction Effectively
The general formula for addressing dysfunction:
APPROACH PRIVATELY EMPATHIZE WITH
OR GENERALLY THE SYMPTOM
GET AGREEMENT ADDRESS THE
ON A SOLUTION ROOT CAUSE
57

58. Dealing with Dysfunction
 Late Arriver / Early Leaver  Naysayer*
 Drop-out*  Whisperer
 Loudmouth  Workaholic
 Storyteller  Verbal Attacker
 Broken Record  Door Slammer
 Physical Attacker
58

59. Dysfunctions – DROP OUT
Dysfunction Suggested Action
Drop-out - Remind the group of ground rules.
Maintains silence, fails (Everyone speaks)
to participate - Employ a round-robin brain-storming
Folds his/her arms, activity to get everyone involved.
faces door or window - Occasionally stand next to the person
or direct questions at a variety of
people, including him/her.
- Discuss privately during break to
ensure there is not an additional
problem.
59

60. Dysfunctions - NAYSAYER
Dysfunction Suggested Action
Naysayer - Say with optimism, or jokingly, "It
Demonstrates appears that we have some concerns
negative physical about this alternative. Let's talk
reactions about it. What are the issues?"
Voices audible sighs of - Seek buy-in by asking, "How can this
displeasure be made better?"
- At the break, attempt to reach a
solution in which the person will
openly speak about concerns during
the group session.
- Be sure to get all the issues out.
60

61. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
61

62. Poll #7: True or False?
Many, if not most, disagreements would be solved if you could
just get people to listen to one another.
 Answer: TRUE!
62

63. Principle 7 – Consensus Building
Generate a Consensus-Focused Process
A. Understand Disagreement G. Identify Strengths and
B. Start with Consensus Weaknesses
C. Decide if Agreement is H. Merge Alternatives
Necessary I. Use Ranking Techniques
D. Let Participants Seek J. Converge on a Solution
Agreement K. If All Else Fails, Move On
E. Take Control As Necessary
F. Delineate Alternatives
63

64. Understand Disagreement
 Level 1: Each has not
clearly heard and
understood the other’s
alternative and/or their
reasons for supporting the
alternative
64

65. Understand Disagreement
 Level 2 – Each has heard and understood the alternative or
supporting reasons, but has had different experiences or hold
different values that result in a different preference
65

66. Role Play from The Secrets
Sherry I’ve been thinking about our vacation for next year,
and I’ve got it! There’s a ten-day tour of Italy that
takes us to eight cities, including Rome, Venice,
Tuscany and Florence. It’s perfect. What do you
think?
Michael That does sound like a wonderful tour. But I have
really been look forward to going to the beach this
year.
Sherry Oh come on, Michael. Let’s go to Italy. We haven’t
been there before. It’ll be fun.
Michael Oh Sherry, darling, baby (in my best impression of the --
deep baritone of singer Barry White). Let’s go to the
beach. It’ll be quiet and restful.
66

67. Role Play from The Secrets
Sherry Now Michael, you’ve been out of town a lot this year,
which has left me home to do both my job and take
care of the kids solo, so we really should do what I
want to do. Let’s do Italy.
Michael You are right Sherry. I have been out of town a lot this
year and it has worn me out. I really need a break.
Let’s go to the beach.
Sherry No, we are going to Italy.
Michael No, we are going to the beach.
Sherry Italy!
Michael Beach! Level 2 – Different Values/Experiences ---
Sherry Italy!
67

68. Understand Disagreement
 Level 3 – Disagreement is based on personality, past history
with one another, or other factors that have nothing to do
with the alternatives being discussed
68

69. Level 3 Disagreements
 A disagreement based on personality or past history can not be
resolved within the session – don’t attempt to resolve it
 Recognition:
– Irrational, No commitment to finding a solution
 Action:
– Take it to a higher source! -
69

70. Level 1: Delineate Alternatives
For each alternative, direct
specific questions to its supporters
Alternative #1 Alternative #2
 How much?  How much?
 How long?  How long?
 Who is involved?  Who is involved?
 What is involved?  What is involved?
Check to determine if consensus has been reached -
70

71. Level 2: Strengths and Weaknesses
Identify the Alternative #1 Alternative #2
strengths of each Italy Beach
alternative Strengths Strengths
— Varied locations — Rest
— Places we haven’t been — Sleep in same bed
— Lots to do — Water sports
Then, identify the Weaknesses Weaknesses
weaknesses of each — Hectic schedule — Same location
— Repack every day — Nothing different
— No water sports — Same activities
Check to determine if consensus has been reached -
71

72. Level 2: Merge Alternatives
 Identify key
Alternative #1 Alternative #2
strengths of each
Italy Beach
 Create a third
alternative which Strengths Strengths
incorporates the key — Varied locations * — Rest *
strengths — Places we haven’t been* — Sleep in same bed*
 Delineate merged — Lots to do — Water sports
alternatives once
they are identified
 After defining
-
merged alternatives,
take a consensus
check
72

73. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
73

74. Level 1 Energy
For most of us, our
3
normal speaking voice has
Energy Level
2 just enough energy to
keep people awake.
1
Awake
0
Asleep
Time
Over the course of a meeting,
however, our voices tend to trail
off and we fall below the line.
75

75. Level 2 Energy
If you raise your energy to
3 level 2, you start out great.
Energy Level
2 But you still trail
off below the line.
1
Awake
0
Asleep
Time
76

76. Level 3 Energy
Start your energy
at level-3. When it trails off,
3 you will be at your
Energy Level
normal speaking
2 voice.
1
Awake
0
Asleep
Time
Make your first words Level 3! -
77

77. Level 3 Energy
Reset the energy level
following every break
3
Energy Level
2
1
Awake
0
Asleep
Time
78

78. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
79

79. Poll #8: True or False?
Before a meeting ends, the meeting leader should always or
almost always review what was done, identify open issues, and
define next steps.
 Answer: TRUE! -
80

80. Principle 9 – Closing the Session
Review, Evaluate, Close, Debrief
A. Request Time Extensions if Needed
B. Review the Activities Performed
C. Review Session Purpose
D. Review Personal Objectives
E. Review Parking Boards
F. Ask Participants to Evaluate
G. Close and Set the Stage
H. Use Partial Close as Needed
I. Debrief with Planning Team
J. Debrief with Sponsor
K. Document Session Results
81

81. Parking Boards (IDA)
ISSUES LIST
Items relevant to the
session that require a
decision but will be DECISIONS LIST
discussed later or
outside the session Decisions that are made
by the participants during
the session. ACTIONS LIST
Actions to be
performed sometime
after the completion
of the session.
82

82. Review Parking Boards – ISSUES LIST
 Clear the Issues List
 For each issue, ask:
– Have we covered it? Issues
– Do we need to cover it? xxxxxxxx
– Do we need to cover it now?  xxxxxxx -
 xxxxxxx
 xxxxxxxx
 xxxxxxxx
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83. Checkpoint THE FACILITATION CYCLE
4
The Power
of the Pen
1 2 3 9
Preparing Getting the Focusing Closing
for Success Session Started the Group the Session
5
Information
Gathering
GROUP DYNAMICS
6 7 8
Managing Consensus Keeping the
10
Dysfunction Building Energy High
Agenda
Setting
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84. Principle 10 – Agenda Setting
Adapt Your Agenda to Address the Need
A. Choose Agenda Based on Objectives
B. Tailor Agenda to Specific Need
C. Incorporate Consensus-Building Principles
D. Construct a New Agenda as Needed
E. Confirm Agenda with Project Team
F. Prepare a Detailed Agenda
G. Track Performance Against Agenda
H. Record Process Notes
I. Incorporate Recommendations
85

85. Agenda Models
1. Strategic Plan
2. Project Plan
3. Project Status
4. Issue Resolution
5. Basic Improvement Model
6. Process Re-engineering
7. Information Needs Analysis
8. Process Modeling
9. Data Modeling
10. Procedure Design
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86. Construct New Agenda
1. Determine the critical question
2. Determine the preparation questions
3. Determine the logical order of the
preparation questions
4. Transform the questions into agenda items
-
Order of
Session Critical Preparation
Questions/
Objective Question Questions
Processes
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87. Construct New Agenda
Session Purpose: Improve the Hiring Process
1. Determine the critical question
– What will the new hiring process be and what are the steps for
implementing it?
2. Determine the preparation questions
– What are the steps in the current process? -
– What’s good about the current process?
– What’s wrong with the current process?
– What can we do to improve it?
– What will the new process look like?
– What are the steps to create the new?
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88. Construct New Agenda
Session Purpose: Improve the Hiring Process
3. Determine the logical order of the preparation questions
4. Transform the questions into agenda items
 Purpose: Define the changes necessary to increase the
efficiency and effectiveness of the hiring process
 Agenda: -
A. Introduction
B. How does it work today?
C. What are the problems and root causes?
D. What are the potential improvements?
E. Prioritize improvements
F. Develop an implementation plan
G. Review and close
89

89. DONE! Review Objectives
1. Outline a comprehensive methodology for facilitating
groups
2. Provide over a dozen techniques you can begin using
immediately
3. Provide next steps for those who would like to learn more -
90

90. Next Steps – Learn MORE!
If you would like to learn more:
 Public Classes: The Effective Facilitator, The Facilitative Consultant
– Atlanta – DC – San Francisco
– Boston – Denver – Sydney, AU
– Chicago
– LA – Toronto, CA
– Dallas
– New York
 Private Class: At your company
– Most cost-effective for 8 or more
 Online Classes: Facilitating Virtual Meetings(1.5-day)
 Book: The Secrets of Facilitation
 Facilitator Guides: 15 step-by-step facilitation guides for meeting leaders
(ex. Strategic Planning, Project Planning, etc.)
91

91. Questions?
etraining@leadstrat.com
800.824.2850
Or, submit your questions for open discussion
on the Linked-In “Leadership Strategies
Facilitation & Leadership Community” Group
Join us on Facebook at
www.Facebook.com/Leadstrat
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