TeachersGuide_The Social Dimension_DesignforSutainability

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www.gaiaeducation.net
Teacher’s Guide
Design for Sustainability
Teacher’s Guide conceived and designed by the GEESE -
Global Ecovillage Educators for a Sustainable Earth
Version 5
© Gaia Education, 2012

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Contents
THE SOCIAL DIMENSION
MODULE ONE: Creating Community and Fostering Social Justice
MODULE TWO: Governance: Group Dynamics and Decision Making
MODULE THREE: Power, Rank, Privilege, and Leadership
MODULE FOUR: Art, Social Transformation, and Media Literacy
MODULE FIVE: Networks and Social Activism
THE ECONOMIC DIMENSION
MODULE ONE: Shifting the Global Economy towards Sustainability
MODULE TWO: Community Funds, Local Currencies, and Banking
MODULE THREE: Right Livelihood
MODULE FOUR: Nurturing Local Economies
MODULE FIVE: Legal Structures
THE ECOLOGICAL DIMENSION
MODULE ONE: Whole System Thinking and Design
MODULE TWO: Urban Agriculture: Food, and Nutrient Cycle
MODULE THREE: Green Building
MODULE FOUR: Water and Energy
MODULE FIVE: Mobility, Resilience, and Irregular Settlements
THE WORLDVIEW DIMENSION
MODULE ONE: New Restorative Worldviews
MODULE TWO: Re-awakening Nature
MODULE THREE: Transformation of Consciousness
MODULE FOUR: Healthy Living in the Human and Natural Environment
MODULE FIVE: Socially Engaged Spirituality and Indigenous Traditions

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THE SOCIAL DIMENSION
Written and compiled by Giovanni Ciarlo and José Luis Escorihuela Dominguez`
Content
 Module One: Creating Community and Fostering Social Justice
 Module Two: Governance: Group Dynamics and Decision Making
 Module Three: Power, Rank, Privilege, and Leadership
 Module Four: Art, Social Transformation, and Media Literacy
 Module Five: Urban Networks and Social Activism

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MODULE TWO: Governance: Group Dynamics
and Decision Making
Content
 Issues of Group Dynamics
 Facilitation Skills
 Decisions everybody can support
 Consensus
 Understanding Conflict
Learning Outcomes
Participants will learn to...
 Participants will understand the structural differences between Governance and Gov-
ernment
 Become familiar with the underlying elements of group dynamics
 Learn and practice skills of group facilitation
 Gain a wider knowledge of group decision making
 Analyse and understand conflict and how to work through it in group relations
Government and Governance
We need to distinguish between “government” and “governance.” Regarding governance we
should consider not only who decides but, also, how we will decide - and this implies answering
the following questions:
1. Are all decisions equal —in importance, scope, etc...?
2. Who should decide on what decisions?
3. Which decision-making method do we want to use for each type of decision?
4. How often do we want to meet? How long do we want our meetings to be?
5. Which are our common agreements for meetings?
6. How are we going to ensure a fair and participatory decision-making process?
7. How do we handle conflicts arising in the decision-making process?
8. How are decisions communicated to the whole group?
Government is the governing body of a nation, organization or community. In large groups the
government is elected among members. In small groups it may be the whole group. Some gov-
ernments are self-selected, repressive, and authoritarian.
Governance is the action or manner of governing. Governance involves the exercise of power to
manage the affairs of a nation, organization or group. Participatory governance is a relatively

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new phenomenon on the world stage, though practiced by many indigenous cultures for centu-
ries.
Democracy and Deep Democracy
The word democracy comes from the Greek “demos” – people, and “kratie” – power. Democracy
literally means “people power”. One of the original goals of democratic forms of government was
to balance and distribute power; instead of only the ruling elite, everyone was supposed to have
power. What can be wrong with people power? If people could be reasonable instead of emo-
tional, democracy – and the good use of power – might work. But without awareness of our ca-
pacity to interact, social power alone will never solve our interactional problems.
According to A. Mindell (2002) “there are two reasons why democracy does not work
well:
1. In the first place, democracy mainly addresses social issues, not inner, personal
ones. And within the privacy of our inner autonomy, without some form of
awareness training, most of us behave like tyrants. We are not truly democ-
ratic inside. We tend to repress important parts of ourselves and behave then
dictatorially around us. Democracy cannot work as long as it is recognized
only as a blueprint for external structures. To make democracy an inner ex-
perience, we need to engage in some form of inner work, or inner dialogue, to
create a deeper democracy.
2. A second problem with democracy is that it is based on the concept of citizen
power –more specifically, the power of the majority, instead of on an aware-
ness within each citizen. Perhaps in the best of all possible worlds, the majority
is imagined to be interested in the minority’s viewpoints. However, this is
rarely the case. Awareness is a more comprehensive guiding principle than
power. By using awareness, we can track what happens to those people and
parts of ourselves that are not part of the majority when the majority rules.
Inner work and awareness lead us to a deeper democracy. Deep democracy claims that all people,
parts, and feelings are needed. Deep democracy appreciates present democratic forms but adds
to them the need for awareness of feelings and atmosphere in moment-to-moment interactions
and institutional practices. Deep democracy uses linear, organizational rituals, rights, and fair
procedures after subtle, nonverbal experiences have been articulated and valued.
Activity: The whole group. A) Identify the images of deep democracy that the above statement
invokes. Discuss it in small groups or with entire class. B) Share stories of living in different form
of governments and governance.
One of the most valuable tool ecovillage groups have is the meeting culture they devise and the
decision-making methodology they use. In urban settings there are numerous opportunities to
learn different styles and techniques used by the many political and social change groups often
located in the city and larger towns. These may range all the way from Anarchist groups, con-
sumer advocates, and social justice chapters, to Greenpeace, religious orders, and forest protec-
tion organizations. Ecovillages may include representatives from any or all of these. Facilitation

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skills that enrich the collaborative process are indispensable to be able to give and receive feed-
back for the social system’s health in a democratic, respectful, and deeply participatory way
when working with groups as diverse as these.
Different situations may require a different process for reaching a decision. Because of this, it is a
fundamental first step to research, study, and choose from different decision-making processes
and their application. What are the different definitions of “consensus”? How do we deal with
disenchantment and dissent in the group in a way that makes it safe for people to disagree? The
same goes for welcoming and dealing with conflicts and an invitation to deepen relationships. Is
there a clear process for dealing with these forces? Is there buy-in of decisions taken collectively?
And what are the dynamics of planning, acting, feedback, reflection, and evaluation before and
after a decision? The consensus process is not a fail-safe process. Abuses and manipulations can
easily distract from the group’s main objective. How can the group protect itself from these when
there are so many regulations and confusing signals coming out of an urban collection of people
and forces?
Communication is an art form that we are seldom aware of. Ecovillages in urban or rural settings
need to figure out how to best govern themselves in a supportive and fair way with justice for all,
including nature. For this the skills of effective communication presented in articles inside Be-
yond You and Me, especially on facilitation (p. 108) and conflict (p. 150), are essential back-
ground for ecovillage design.
Issues of Group Dynamics
One way to learn facilitation skills is to observe and analyse what is happening in one’s group. All
of us have spent a good part of our lives in groups of various sorts, but rarely have we taken time
to stop and observe what is going on in the group, and ask why the members are behaving the
way they are.
The following list includes some of the aspects you should pay attention to in any group:
Content and Process
In any group we will find two main elements:
 Content: what is being said, the matter under discussion
 Process: what is happening to the group itself, the way things are being accomplished.
The content may be seen, as the part of an iceberg out of the water, while the process is the part
under the water, not easily seen but very important and influential.
Issues involved in any group
1. Problem of identity and acceptance within the group.
 Who am I in this group?  Where do I fit in?
 What kind of behaviour is acceptable here?  Do I belong?
2. Problem of goals and needs of the group
 What do I want from the group?  Are its goals consistent with mine?
 What help have I to offer the group?

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3. Problem of power, control and influence.
 Who is in charge?  Who will control what we do?
 How much influence will I have?
4. Problem of intimacy.
 How close will get to each other?  How personal will things be?
 How much can we trust each other?
Roles or qualities to watch for in a group
 Leadership – Assuming or representing authority
 Dependency – Leaning on the leader or on anyone who represents authority
 Counter-dependency – Resisting anyone who represents authority
 Pairing – seeking one or more supporters
 Fighting and controlling – Asserting personal dominance, attempting to get one’s own
way, to satisfy one’s own needs, regardless of others
 Withdrawing – Taking no part in the group to escape the sources of an uncomfortable
feeling
Clues to help us observe
 Who talks? For how long? How often?
 Who do people look at when they talk? At the group? At one person? At the floor?
 How do people speak? What tone of voice?
 Who talks after whom? Any small asides between couples?
 Who interrupts? Do they interrupt the same person constantly?
 Any yawns, twiddling of thumbs, gazing out of windows?
Activity: Hold a mock meeting to decide on what form of local transportation to promote in
your ecovillage. Choose a facilitator and make a list of criteria for the choices to be presented.
Discuss the issue in any way the group chooses for 20 minutes. After this time hold a debrief-
ing of the meeting with a focus on the elements presented below.
Group Facilitation Skills
“I believe that moving from an adversarial to a dialogue stance is the core require-
ment, if we are to move from co-stupidity to co-intelligence.”
Robert Theobald
Nowadays there is emerging a strong demand from people to have input into the decisions that
affect their lives, and to have a chance to add their creativity and insights to solutions. Wherever
groups of people gather today to figure things out, make decisions or solve conflicts, there is the
question of who gets to participate, whose wisdom will be heard, and what process will be used.
We all are familiar with meetings where a few people sit at the front on stage and tell the assem-
bled people sitting in rows what to think. Maybe they can ask questions, but not offer their own
ideas.

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At an extreme, this process can be top-down and condescending. It implies that some folk are
“right.” They are the ones with the answers. The rest of the folk are wrong or ignorant, with noth-
ing worth sharing. This is not to deny the role of experts in dealing with many issues, but all too
often those in power listen only to the experts, and not to the whole group or to the public at
large in a community. When power is used in this way, minority voices find a great difficulty to be
heard and there is a big potential for conflict.
Greater participation, however, is tricky. Many of us have terrible experiences of meetings where
there is little care or little knowledge about how to conduct the process. People are freely ridi-
culed while still speaking. Argumentation and often abuse fill the air. One hesitates to open one’s
mouth in this environment. Even in groups of equals it is not rare to see how people with high
rank abuse inadvertently of their position, while others with lower rank suffer in silence and
don’t speak up for fear of the consequences.
There is no need for such meetings. There are learnable, teachable skills and processes for or-
chestrating meetings that get everyone participating and sharing their wisdom. Wherever groups
of people gather to create a vision, make decisions, plan activities or solve their conflicts, they
have different options on how to conduct their meetings. No matter what the chosen option is,
the group has much to gain by using a facilitator and knowing about facilitation skills.
What is facilitation?
Facilitation is a diversity of tools, techniques and skills to help a group of people work well, both
in defining a common vision, making decisions, and achieving their goals, and in creating a rela-
tional climate where trust prevails and communication is fluid, empathic and honest. It is also
useful to solve conflicts, when they arise, in combination with other techniques, like mediation or
different types of forums.
The facilitator may be a member of the group with appropriate knowledge and skills —in this
case it is recommendable for every group to have different people trained to carry out these tasks
and rotate in the role. Or she may be somebody from outside the group, which is especially useful
when a difficult decision must be made, or when a conflict lingers on and the group doesn’t have
the means to solve it with its own resources.
Activity: A) Individually read the articles on pages 105 and 108 of Beyond you and Me. B)
Discuss the contents of the reading in whole group with instructors.
Facilitation
The following materials are taken from Transition Towns and Study Circles Resources USA. See
also materials developed by Bea Briggs and those posted by the International Institute for Facili-
tation and Change on www.iifac.org
Preparing an Agenda
An agenda is a tool that helps keep everyone focused on the matters at hand and enables partici-
pants to move through these matters in a clear and systematic manner. It also provides the
means to have everyone’s issues addressed in a fair and effective way. It is a way to bring to-
gether different people’s items in an organized manner that can be worked through. It is impor-
tant to provide the opportunity for everyone to add-to and adjust the agenda before the meeting
(one or two days prior) or at the beginning of a meeting and then approve the working agenda
for that specific meeting. This helps to keep the meeting focused and productive.

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Components of a Standard Agenda
In regular meetings, a simple standard agenda such as the following can be used:
1. Check-in: Give each person a minute or two to update others on important developments
in their lives.
2. Announcements: Invite short announcements that have to do with upcoming events. If
an announcement turns into a discussion, it can be moved to the agenda or to a future
meeting.
3. Appreciations: (Optional) Provide an opportunity for participants to give short ac-
knowledgements to the hard work others are doing.
4. Agenda Review: Meeting participants may add new items to the agenda. This is the time
to review, prioritize and give time limits to agenda items (if needed).
5. Old Business: Discussion of “tabled” items (Items from the last meeting that you did not
get to or for some reason chose to put off to this meeting).
6. New Business: Discussion of the new items. You may want to put time limits on each
item. If you cannot get through an item in the allotted time, the group can decide to take
time from another item or can table the topic to continue the discussion at the next meet-
ing.
7. Take-aways/Next steps: At the end of the meeting, each person states what they think
their next task or responsibility is. This works to clarify who is doing what by when. This
can also be done at the end of the discussion of each item or by the facilitator at the end of
each discussion item or at the end of the meeting.
8. Evaluation: Leave a few minutes to ask how the meeting went for everyone. Is there any-
thing that could be improved?
Meeting Roles
Facilitator: The facilitator is the person responsible for:
 Starting and ending the meeting on time
 Creating the agenda (with the input of other members)
 Presenting the agenda for review
 Setting times for each discussion topic
 Introducing each topic and suggesting how it will be discussed
 Keeping the discussion focused on topic
 Coordinating a decision-making process
 Bringing each discussion to a close
 Closing the meeting by reviewing what decisions have been made and allowing time for
evaluation of productivity
 Setting the time/location for the next meeting
 Thanking people for participating

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Scribe: The scribe is responsible for writing ideas up on a flip chart so that everyone can keep
track of what has been said. In smaller groups, this may not be necessary though it can be useful
as a tool to focus discussion and clarify ideas.
Note-taker: The note-taker is responsible for taking detailed notes of the major points and action
items of the discussion at the meeting and recording them in some agreed upon fashion. These
can be further formulated into minutes for distribution to all participants.
Timekeeper: The timekeeper is responsible for letting the group know when a discussion time is
almost over (i.e. 5 minute warning) -- and for letting participants know when the time is up.
Feelings Watcher: The person who keeps tract of the feelings in the room. Tries to make sure
that everyone if fully being heard.
Snack Master: (Optional) The snack master is responsible for bringing libations and snacks to
the meeting. Food can help people focus on the discussion, especially if the meeting is in the eve-
ning or goes through any general mealtime.
The Role of the Facilitator is to:
 Help group define its goals and objectives;
 Help group assess its needs and create plans to meet them;
 Provide processes that help members use their time efficiently to make well-considered
decisions;
 Guide group discussion and keep it on track;
 Assure that accurate notes are kept (generally by enlisting a scribe);
 Help the group understand its own processes in order to work more effectively;
 Make sure that assumptions are surfaced and tested;
 Support members in assessing their current skills, as well as building new skills;
 Use consensus to help a group make decisions that take all members’ opinions into ac-
count;
 Support members in managing their own interpersonal dynamics;
 Provide feedback so that the group can assess their progress and make adjustments;
 Manage conflict using a collaborative approach;
 Help the group communicate effectively;
 Help the group access resources from inside and outside;
 Set the tone for an environment in which members enjoy a positive, growing experience
while attaining group goals;
 Foster leadership in others by sharing the responsibility for leading the group;
 Teach and empower others to facilitate.
 Meeting roles can be rotated between members of the group.
Effective Facilitation and Implicit Beliefs of a Facilitator
 People are intelligent, capable and want to do the right thing;
 Groups can make better decisions than any one person can make alone;
 Everyone’s opinion is of equal value, regardless of rank or position;
 People are more committed to the ideas and plans that they have helped to create;

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 Participants can and will act responsibly especially when held accountable for their deci-
sions;
 Groups can manage their own conflicts, behaviours and relationships if they are given the
right tools and training;
 The process, if well designed and honestly applied, can be trusted to achieve results.
Tips for Effective Facilitation
 Welcome people  Go over agenda at the start of the meeting
 Do substantial introductions  Consider seating arrangements
 Make eye contact  Explain the guidelines for group discussion
 Define your role as facilitator  Explain the decision-making process
 Use first names  Seek commitments from people
 Use visuals  Change your position/move around the room
 Record people’s responses  Avoid responding to each comment
 Give time for people to answer  Pass out material after discussions.
 Give positive feedback  Respect differences of opinion
 Use humour  End sessions with overview and coordination
 Use evaluations  Thank people for their work
 Invite participation
Guidelines for Group Discussion
 The following guidelines are intended to help you make the most of your group dis-
cussions. Although some of the suggestions may seem obvious, they serve as valuable
reminders.
 Make an effort to be prompt. When each person takes responsibility to monitor elapsed
break time, the discussion can begin promptly.
 Ask for clarification. It there is something you don’t understand, say so. Chances are,
you are not alone.
 Help keep the discussion on track. Make sure your remarks are relevant; if necessary,
explain how your points are related to the discussion. Try to make your points while they
are pertinent.
 Listen carefully to others. Make sure you are giving everyone a chance to speak. Jotting
down your thoughts may help you to listen more attentively since you won’t be con-
cerned about forgetting the point you want to make.
 Avoid whispering and side conversation. Give your full attention to those who are
speaking and help to provide the quiet and focus needed by all who are listening. Side
chatter is distracting to both speaker and listener. If there is something you need to say
either address the whole group or talk outside.
 Don’t monopolize the discussion. If you tend to talk a lot in groups, leave room for qui-
eter people. Be aware that some people may want to speak but are intimidated by more
assertive people.
 Don’t withdraw from the discussion. Your responsibility goes beyond merely listening.
Everyone in the group, including you, has unique knowledge and experience, this variety
makes the discussion an interesting learning experience for all. Failing to speak means
robbing the group on your wisdom.

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 Engage in friendly disagreement. Differences can invigorate the discussion, especially
when the group is relatively homogenous on the surface. Don’t hesitate to challenge ideas
you disagree with. Keep in mind that it is better to understand differences than to obliter-
ate them. Monitor your anger level to avoid loud or threatening behaviour.
 Retain your sense of humour. Remember that humour and a pleasant manner can go
far in helping you make your point, while a belligerent attitude may prevent acceptance
of what you say.
 Maintain an open mind. You don’t score points by rigidly sticking to your prior state-
ments. Feel free to explore ideas that you have rejected or failed to consider in the past.
 Use your critical faculties. Feel free to question the assertions made in the readings or
by other participants. Think about whether statements are consistent with your percep-
tions; decide whether assertions are based on observation or inference, assumptions or
evidence; be on the lookout for faulty reasoning and vague generalizations.
 Try to understand the position of those who disagree with you. Your own knowledge
is not complete until you understand other points of view. Others have reasons for their
beliefs, which make sense to them. You should be able to make a good case for positions
you disagree with. This level of comprehension and empathy will make you a much better
advocate for your own position.
 Remember that we are trying to create a “parallel universe” here. An important skill
for doing so is to be conscious of yourself as “other” in the group. We all have internalized
a dysfunctional culture and are very likely to manifest it in our interactions. Strive for
compassion, patience and tolerance when someone is offending your or your sense of
how things should be if we were perfect.
Troubleshooting
There is no such thing as a “perfect” meeting. Having a purpose, being organized, getting good
leadership and being flexible are important strategies for creating good meetings that people will
want to repeat. However, not everything always goes smoothly.
The following are tips on common issues that can get in the way of a good meeting.
Cures for Discussion Leader Headaches
1. When a point is being discussed too long:
 Summarize, or;
 Suggest tabling the question for a later time.
2. When two members get into a heated discussion:
 Summarize points made by each and turn discussion back to the group, or;
 Invite the two to stay after the meeting when the three of you can talk it over.
3. When coping with a “one-man” show:
 Interrupt with a statement giving the speaker credit for his or her contribution, but po-
litely asking him or her to hold any other points until later, or;
 Interrupt with “you have brought up many good points that could keep us busy for a long
time. Would anyone like to take up one of these points?”
4. When a speaker drifts from the subject:

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 Interrupt, give him credit for the idea but explain that he is departing from the agenda, or
 Put it up to the group whether it or not to continue to follow the introduced subject, or
 Bring the discussion back to the agenda topic by connecting the introduced subject to the
intended discussion topic.
5. When a member has difficulty in expressing him/ herself:
 Build up her confidence by expressing appreciation for what she has said and then re-
phrase her material with a preface such as “Is this what you mean, Amy?”
Techniques for Dealing with Disruptive People
In many meetings, there are people who act in ways that disrupt the meeting. Know how to han-
dle every disruptive “type”, so the business of your meeting can continue.
1. The Broken Record keeps bringing up the same point over and over again.
 Assure that person that the point has been made and heard.
 Have the group assure the person that they have heard the point.
 Ask the group if they want to allow that person a few minutes to finish making his/her
point.
 Refer to the agenda to move discussion forward.
2. The Whisperer is constantly whispering to the person next to them.
 Walk up close to the whisperers; your physical presence may quiet them.
 Speak to the whole group and say, “Let’s keep a single focus here and not go off in differ-
ent directions.”
 Turn to the whisperers and say, “Please stop side conversations, I’m having trouble con-
centrating.”
 If the whispering persists, ask them if they have something that they need to share with
the whole group and if not to please talk outside.
3. The Loudmouth talks too much and dominates the meeting.
 Set up time limits for speakers.
 Go out of your way to encourage the more quiet people to participate in the discussion.
 Talk to the person outside the meeting and explain that their behavior is disrupting the
meeting.
 Sometimes, loudmouths have to blurt out ideas as soon as these come into their head. Ask
them to be recorder for the meeting.
4. The Interrupter starts talking before others have finished.
 Step in immediately by saying, “Hold on, let X finish his/her statement.”
 Outside of the meeting, explain to this person that his/her behavior is disruptive to the
meeting and disrespectful to others trying to speak.
 Be impartial and hold all interrupters to the same standard.
 Suggest that the interrupter act as the recorder for the meeting.
5. The Busybody goes nosily through their bag or papers and ducks in and out of the meeting.
 Give the person a job to do – recording the minutes, keeping time, etc.
 Ask the person politely to stop because it is distracting.

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 Outside the meeting, ask the person to stop leaving the meeting because it disrupts the
flow and because their contribution is important to the meeting.
6. The Doubter puts everything down and is always negative.
 Legitimize the person’s feelings on a difficult issue that by saying, “Yes, it will be a large
task to deal with that problem, but there are successful models that we can look at.”
 During the break in the meeting, think of an achievable task and ask the Doubter to take it
on; this may help cut down on negativity.
 Ask for positive feedback from the more optimistic members of the group.
 Remember to set achievable goals and celebrate your victories.
Guide to Decision-Making in Small Groups
Synopsis
Transparency in decision-making helps everyone know how they can take part in the decision-
making process and how power is distributed in the process.
There are generally two ways to make decisions as a group – by majority rules or by consensus.
Also, a group can be creative in modifying or combining them. For example, if a group can’t reach
consensus and it is a timely matter that must be decided, then the group can go to a two-thirds
majority vote or the director can have the authority to decide. The important thing is that every-
one under-stands the process and agrees to it.
Consensus works best when everyone in the group understands how the process
works.
Bea Briggs
About Majority Rule
Majority rule voting, in which a decision is made when over half the group supports the proposal,
works well for large groups that are not well-versed in the consensus process. However, majority
rule means that one part of the community wins and everyone else loses.
Silencing a sector of the population goes against a central goal of community organizing which
seeks to empower every member of a community and enliven participation in civic life.
If a group needs to use majority rule, then in order to avoid alienating a large group, they might
decide a proposal will only succeed with a two-thirds majority.
The Consensus Process honours all voices
An alternative method is consensus. A consensus process aims at bringing the group to mutual
agreement by addressing all concerns. It does not require unanimity.
In some cases consensus can take longer than other processes, but it fosters creativity, coopera-
tion and commitment to final decisions.
Consensus asks us to step out of our narrow personal agendas and to make decisions that are in
the best interest of the whole group. This is not to say that personal concerns are left out of the
process. Effects on or agendas of individuals impact the whole group and are weighed into con-
sideration during the discussion portion of the process.

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Someone who has a personal concern with a proposal, but who has had their issues deliberated
on by the group and feels they can live with the decision can allow a decision to be made by
“standing aside.”
A ”block” is a person’s means to disallow a decision to be made. A block is only used when a per-
son has a strong moral disagreement or thinks that the decision will fundamentally damage the
group. It is not a step to be taken lightly.
Steps to Reaching Consensus
Process:
1. State the issue. What are we talking about? The facilitator asks the person who brought
the issue to the group to frame the issue.
2. Clarify the question. What needs to be decided? The facilitator asks each person to
speak to the issue.
3. Discussion. What are all the viewpoints? The facilitator asks each person to speak to the
issue.
4. Make proposal. The facilitator asks for proposals describing action the group can take
that will incorporate all viewpoints.
5. Discussion. The facilitator asks people to speak to proposals by asking clarifying ques-
tions or by expressing support or concerns.
6. Modify proposal by friendly amendments or withdraw proposal and solicit new propos-
als.
7. Test for consensus.
Call for concerns – The facilitator restates proposal and asks if anyone still has concerns.
If so, ask the person with concerns to restate them and ask that others speak to those
concerns.
Call for objections within consensus – If people still have concerns even after they have
been thoroughly discussed then the facilitator asks if those persons with remaining con-
cerns are willing to stand aside. (“I don’t agree but I can live with it.”)
Call for blocks – If persons with concerns cannot stand aside then the facilitator asks if
they are blocking. If blocked, the proposal is dropped, discussed further or sent to com-
mittee.
8. Consensus reached. Ask everyone to show visual (hand waving) or oral agreement.
9. Decision implemented. Who does what when?
Conflict Resolution
Synopsis
People occasionally get into scuffles now and then. A group can be prepared for difficult situa-
tions by discussing how they will handle them before they occur.
If members of a project are having difficulties with each other then some steps that may be help-
ful to agree on before any difficulties arise are:
1. Speak directly to one another. If a person is having an issue with another person, she/
he speaks directly to the other person about her/his concerns. (This sounds obvious, but
we know how much easier it is to talk about someone than it is to talk with someone.)

16
During conversation, participants are asked to speak using “I” statements (i.e. I feel hurt
and unappreciated when not included in decisions that have to do with my project) and
listen actively by setting aside one’s opinion and listening deeply to what the other per-
son is revealing. Active listening also asks us to not prepare our response while the other
person is speaking.
2. Ask for third party support. If a person can’t speak directly to someone alone due to
fear or difficulty articulating himself, then he can ask a neutral third person to mediate a
meeting. Often the third person need not do anything but be a witness to the event. The
act of witnessing can create an atmosphere of safety and honesty that can help people
move through issues.
3. Convene a conflict resolution committee hearing, if necessary. If the third party meet-
ing does not help move through the issue, the problem can be brought to a conflict resolu-
tion committee (a committee chosen by the whole group who can participate without
conflicts of interest or bias) which “hears” both sides of the issue and gives recommenda-
tions for resolution.
4. Implement a resolution. The people engaged in the conflict can voluntarily implement
the solutions offered by the committee. If they refuse, then the whole group minus the
complainants can take up the issue and decide to require the implementation of the reso-
lution steps or the ejection of one or all of the parties in conflict.
5. Engage in whole group reflection. If the resolutions succeed then the parties in conflict
and perhaps the whole group can reflect on what they can do in the future to avoid such
problems.
Additional Facilitation Techniques
There are thousands of good techniques to make our meetings productive, participative, friendly,
co-operative... and fun! The key concept to aim for is that good decisions require high quality
conversations among stakeholders. These conversations should aim to be open, inclusive, ex-
ploratory, non-judgmental and productive. The purpose is to find solutions in ways that include
the voices of all those affected by the decisions.
In order to keep the process open and transparent some ground rules may help when communi-
cating in a group, or even between individuals. Roger Schwartz in his book The Skilled Facilita-
tor expands on the following nine rules for effective facilitation:
Roger Swartz’ Ground Rules For Effective Facilitation:
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 next steps and ways to test disagreements.
8. Discuss undiscussable issues.
9. Use a decision making rule that generates the level of commitment needed.
Activity: In small groups talk about what some of these rules mean to you and try to find
common ground. After adequate time (five minutes for each topic or 15 minutes on one

17
topic. Instructor may also design a dialogue between two rotating partners to explore the
meaning of each rule) bring the whole group together and report follow with short commen-
taries.
Many facilitation techniques share similar approaches and process tools.
Examples:
Think and listen
 Go round  Brainstorming
 Check-in  Mind Maps
 Affinity Grouping  Multivoting
 Six Thinking Hats  World Café
 Temperature taking  Informative Presentations
 Criteria setting  Scenario Planning
How do they Work
Here are some examples of how these techniques are applied. It is the responsibility of the facili-
tator to choose the technique most appropriate to the discussion in progress at a particular meet-
ing for a specific group according to the desired outcomes. This is an assessment the facilitator
should carry out with the group before suggesting a technique.
Think and Listen
Work in pairs for a Think and Listen. For half the time one person is the thinker and the other is
the listener. The thinking turn is for the thinker's benefit. It is a time for the thinkers to collect
and develop their thoughts at their own pace, in their own way and using their own language if
they choose. The listener makes no comments and asks no questions, but does make encouraging
sounds and movements to indicate that their attention to the thinker is active.
Common time periods for a Think and Listen are between two to five minutes each. What the
thinker speaks about and how their thinking develops is confidential, unless otherwise agreed.
When you are the thinker, remember: the time is for you, and you do not need to appear bright or
knowledgeable. When you are the listener remember: look at your partner and be active in your
listening. Do not interrupt or ask questions.
Go-Round
In a Go-Round everyone gets to speak for a short, equal time, taking turns, often going round a
circle of people. In meetings the facilitator can offer topics or headings to guide contributions,
such as "Say your name, where you are from and how you are feeling today."
Brainstorming
One of the easiest and most enjoyable ways to quickly generate a lot of ideas is to brainstorm. A
successful brainstorm helps:
 Encourage creativity
 Involve everyone
 Generate excitement and energy
 Separate people from the ideas they suggest. What becomes important is the idea
itself, not the person who suggests it.

18
Guidelines for Brainstorming
 Start by reviewing the topic; make sure everyone understands the issues.
 Give people a minute or two of silent thinking time.
 When ideas start to flow, let them come. Freewheel-don't hold back.
 No discussion of the ideas during the brainstorm. That will come later.
 No criticism of ideas - not even a groan or grimace!
 Hitchhike - build on ideas generated by others in the group.
 Write all ideas on a flipchart so everyone can see them.
Check-In
A facilitator will need to know how the participants at a meeting are doing. Is their energy level
OK? Do people need a break? Can people keep going for another 10 minutes so we can finish this
item before lunch? Are people warm/cool enough. Is fresh air needed? As an alternative to hear-
ing from everyone, as when using a go-round for a check-in, the 'thumbs' method is a swift alter-
native. As an example for knowing the energy level of the group: show your thumb up for good
energy level, thumb down if you need a rest, and thumb anywhere in between to show how you
are.
Mind Maps
Mind maps are freehand diagrams that start from a circle in the middle and have 'arms' or
'branches' radiating out at all angles. Mind maps give a visual representation of the whole of a
subject and allow the main points to be easily identified. They are a flexible way of presenting
information that allows for alteration and making connections between topics much more easily
than linear text.
There are very good mind mapping software on the internet that can be downloaded for free
with the option of paying for more professional services. Most of them work quite well even as a
free version. Visit www.xmind.net for one example.
Affinity Grouping
Step 1. Write a sentence or question describing a situation and post it on a wall or flipchart
where everyone can see it.
Step 2. Brainstorm all the ideas or issues related to the situation or answering the question and
write each idea on a sticky note. Depending on the size of the group, this can be done as a full
group, in small groups, or silently as individuals. If the topic is sensitive, working individually
provides anonymity and allows controversial or emotional things to come to light.
Step 3. All group participants work simultaneously to sort the ideas into 5-10 clusters. The sort-
ing is done without speaking and it is only after it is finished that the logic of the group will
emerge. If the group is large, the original sort can be done in small groups and then merged into a
large group.
Step 4. A group consensus is used to create a label to summarize or give a title to each cluster.
Multivoting
Step 1. Brainstorm the list of issues, problems, or solutions to be prioritized and write the state-
ments on a flipchart.
Step 2. As a group, discuss the list to eliminate duplicate ideas and to clarify the meanings of any
of the statements.

19
Step 3. Rewrite the final list of statements on a flipchart, leaving room for votes. For easy refer-
ence, you can label each idea with a number or letter.
Step 4. As a group, decide what criteria to use in evaluating and rating the ideas.
Step 5. – Voting by one of various methods
 Each person silently ranks the ideas and writes the rankings on the flipchart.
 The ideas with the highest totals are the ones to consider for implementation.
 Each person ranks only what he/she considers the 4-5 best ideas.
 Use dot labels or stickers for voting. Each person has a certain number of dots (3-5) to
“spend” on ranking, and can disperse them on several ideas or use all on one great idea.
 Two colours of dots can be used. Everyone gets 3-5 dots of one colour and one “super
dot” of another colour which is worth more points.
Step 6. Discuss the results as a group.
Six thinking hats
* This technique has been created and developed by E. De Bono in his book Six Thinking Hats.
The person who facilitates the meeting wears the blue hat. This is the hat that controls the other
hats (although eventually this person may want to pass the blue hat to another person). The per-
son with the blue hat can at any moment invite the group to put on any of the following hats:
 White: with this hat you have to bring up facts, numbers and objective information.
 Red: you can speak about your feelings, sensations, intuitions, what is going well or bad
for you.
 Black: it is your time for criticism and for bringing up the difficulties or pitfalls of any
proposal.
 Yellow: you can bring up new ideas and suggestions to improve any proposal.
 Green: this is the creative hat. It allows you to say whatever comes up to your mind.
The facilitator (blue hat) decides whether everybody wears the same hat, or just a part of the
group wears a given hat and others wear a hat in a different colour, depending on whether the
facilitator wants to generate more ideas or to increase the depth of the debate.
World Cafe
* This technique has been created and developed by Juanita Brown and William Isaacs in their
book The World Cafe.
Often the missing ingredient in good decision making is quality conversations where everyone
has a chance to explore many aspects of an issue in an inviting, relaxed, inclusive, and efficient
way. High quality conversations often happen among people who regularly come together and
speak informally about issue affecting their community, work, or organization. Juanita Brown and
William Isaacs have developed a simple technique for engaging groups of people in quality con-
versations that have a positive and productive outcome. They call this technique The World Café.
Here is how it works on very brief terms:
The big group is divided into small groups of 4-5 people sitting around a table with flowers vase,
a candle, writing utensils, colour markers, and a paper tablecloth —to write, draw, or doodle in
the midst of the conversation— and talking about a given subject presented under the form of a

20
well crafted open ended question focusing on some aspect of the issue. In each table there is a
table 'host' who stays at the same table throughout the process. Each table has a different ques-
tion to work on, but all related to the same issue. The host keeps a record of key ideas that sur-
face in the conversation. Participants are free to draw, doodle, and sketch on the paper tablecloth
to allow their thoughts to flow in multiple ways freely. After 20-30 minutes the general host in-
vites participants to change tables. The table host explains briefly the essence of the previous
conversation to the guests who arrive for the next round. After three rounds of progressive con-
versation there is a dialogue among the whole group with the intention of gathering and re-
cording key ideas, questions or insights that might be useful for action planning or other
purposes.
Activity: Make a list of techniques group members are familiar with. Explain and clarify
them if needed. This is the beginning of the facilitator’s tool kit to choose from when needing
a process to deal with specific issues. Discuss when you would use each of the techniques
listed.
Decisions Everybody Can Support
“What if we saw meetings – understood as gatherings to discuss issues of shared im-
portance and to make collective decisions – as a basic human need, like food, sleep or
sex? What if meetings were treated not as a boring obligation, but as essential for sur-
vival? What if meetings connected us to our psychic depths, to our local community,
an to the great mystery?”
Bea Briggs
To build a healthy group or community, the questions of governance — “Who decides?” or “How
will we decide?” — must be collectively answered. Making clear choices about the fundamental
issues of power and process can transform a diverse group of people into a strong, stable, loving
community. Not having a fair, participatory decision-making method early in a group will almost
certainly generate conflict over power imbalances at some point.
Power imbalances can be greatly reduced by using a decision-making method that spreads power
equally and offers checks and balances against power abuses. Consensus is the method many
groups of equals and communities have chosen to make decision; but it doesn’t work in all cases
and needs special training to be really effective. If consensus cannot be applied, it is a good thing
to know what other options we have.
Different systems to make decisions
Since Earth's carrying capacity is limited, and since the ecosystems supporting us are threatened
with collapse, we must learn to think together in an integrated, synergistic fashion, rather than in
fragmented and competitive ways. Present modes of collective decision-making, like the ballot-
box or consensus circles, are simply too corruptible and too slow for the swift, responsive self-
guidance that we as societies need now.
In what ways can we help? How can we as individuals promote a holonic shift and take part in it?
The following guidelines are composed in collaboration with my colleagues in the Work That Re-

21
connects, and offered to invite further reflection. From Joanna Macy’s web site
www.joannamacy.net
A) Attune to a common intention. Intention is not a goal or plan you can formulate with
precision. It is an open-ended aim: May we meet common needs and collaborate in new
ways.
B) Welcome diversity. Self-organization of the whole requires differentiation of the parts.
Each one's role in this unfolding journey is unique.
C) Know that only the whole can repair itself. You cannot "fix" the world, but you can take
part in its self-healing. Healing wounded relationships within you and between you is in-
tegral to the healing of our world.
D) You are only a small part of a much larger process, like a nerve cell in a neural net. So
learn trust. Trust means taking part and taking risks, when you cannot control, or even
see, the outcome.
E) Open to flows of information from the larger system. Do not resist painful information
about the condition of your world, but understand that the pain you feel for the world
springs from interconnectedness, and your willingness to experience it unblocks feed-
back that is important to the well-being of the whole.
F) Speak the truth of your experience of this world. If you have persistent responses to
present conditions, assume that they are shared by others. Willing to drop old answers
and old roles, give voice to the questions that arise in you.
G) Believe no one who claims to have the final answer. Such claims are a sign of igno-
rance and limited self-interest.
H) Work increasingly in teams or joint projects serving common intentions. Build commu-
nity through shared tasks and rituals.
I) Be generous with your strengths and skills, they are not your private property. They
grow from being shared. They include both your knowing and your unknowing, and the
gifts you accept from the ancestors and all beings.
J) Draw forth the strengths of others by your own acknowledgment of them. Never pre-
judge what a person can contribute, but be ready for surprise and fresh forms of synergy.
K) You do not need to see the results of your work. Your actions have unanticipated and
far-reaching effects that are not likely to be visible to you in your lifetime.
L) Putting forth great effort, let there also be serenity in all you’re doing; for you are held
within the web of life, within flows of energy and intelligence far exceeding your own.
The following list shows additional methods to make decisions. Each one can be appropriate in
different cases. Even the autocratic model - where the decision is made by a single person - can
be very useful in extreme situations of crisis. Many decisions need to be taken on a day-to-day
basis that need individuals empowered to decide under well-defined criteria. It is in the creation
of a list of criteria where the group has an important role to play. Other decisions are policy type
of decision that need the input of all stakeholders in order to assure buy-in and ownership of the
decision and the consequences it might bring. Every group should consider what the best option
is for its particular case, according to its level of maturity and training. In many cases, groups use
a combination of systems.
When deciding on the most suitable decision-making method, it is important to consider that full
participation is not required in every occasion. You cannot expect in a group all decisions to be

22
made by the entire group. It would be an incredible waste of time! According to the type of deci-
sion, a group might prefer different systems with more or less people involved.
AUTOCRATIC
 One person decides  Very Fast
 Good in crisis  Less likely to be the wisest decision
CONSULTATIVE
 Autocratic with advice from others  Fast
 More ideas and information  Takes more time
 Less chance of acceptance and commitment by others
MINORITY
 Experts, or those with vested interest  Faster than whole group
 All points of view not necessarily heard  Decision by “experts”
 Not necessarily representative
MAJORITY
 Voting  Can be used with any size group
 Most people know this procedure  Win/lose mentality
 Lack of commitment by losers  Issues become personalized
CONSENSUS
 Loyal minority agree to support majority  All opinions aired
 Promotes synthesis of ideas  Elicits more commitment
 Progress can be blocked by one person  Takes more time
 Best in small groups... difficult in large groups  Requires mature members
 Can end up operating on lowest common denominator
UNANIMITY
 Everyone totally agrees  Most comfortable
 Almost impossible to achieve with more than 2 people
Types of decisions
Traditionally, organizations count on three different types of decisions:

23
 Strategic – relating to the identification of long-term or overall aims and interests and the
means of achieving them.
 Organizational – relating to the way different aspects and parts of a group are arranged
with the aim of being more orderly and efficient.
 Operational – relating to the way a group or organization works on a daily basis.
Most ecovillages around the world have decided to try a consensus decision-making process of
some form. While not a perfect system, it does assure that all voices affected by a decision are
being heard. The danger to look out for is that decisions don’t end up being an effort to accom-
modate the lowest common denominator.
Consensus
“Consensus goes beyond majority rule. It replaces traditional styles of «top-down»
leadership with a model of shared power and responsibility. A group, which uses con-
sensus process effectively, can become a healthy community and a powerful force for
social change”
Bea Briggs
Consensus is a decision-making process which strives for non-violent resolution of conflicts and
the cooperative development of decisions that everyone can support. There are excellent consen-
sus training manuals available from the International Institute for Facilitation and Change. Con-
sensus takes practice and understanding of deep democracy principles. If a group is not familiar
with these review them before a meeting.
Core belief: each person has an important piece of the truth
In order for consensus process to work, five essential elements must be in place:
1. Willingness to Share Power
Participants in a consensus group must be willing to give up hierarchical roles and privileges and
to function as equals. The contributions of experts, professionals and elders are, of course, wel-
come, but they must not be allowed to silence the voices of other members of the group.
2. Informed Commitment to the Consensus Process
Because consensus is radically different from the way most of us have been conditioned to func-
tion, the process needs to be carefully explained, and the fundamental principles reviewed from
time to time. The more people in the group who understand the process, the better it will work.
3. Common Purpose
Without an overarching purpose to unify and focus its efforts, a group will spin its wheels end-
lessly, trapped in confusion, frustration and ego battles.

24
4. Strong Agendas
The lack of an agenda, an agenda controlled exclusively by one or two «leaders,» and poorly pre-
pared agendas all undermine the consensus process. They waste people’s time, erode their trust
and diminish a group’s effectiveness.
5. Effective Facilitation
A facilitator is a guide, not a participant in the discussion. He or she must be assiduously neutral
about the topics being discussed and fair in the treatment of all the members in the group, show-
ing no favoritism. A facilitator does not give answers, but rather continuously asks questions in-
tended to equalize participation («Are we hearing from everyone?»), elicit wisdom (“Are there
any other ideas?), and clarify the group’s situation («Are we ready to move on?»)
The Final Question: Before taking a decision, the facilitator will ask: Is there any concerns, or
objections to this proposal? If there is no answer, there is consensus!
Activity: Assign a case for decision making and a method from the above list of options to
each group of five to six people. Example, buying a pet; going to the movies; setting a monthly
maintenance fee; deciding the location of common laundry facilities; or any other situation
that might come up in community. Give them 20 minutes to reach a decision and ten minutes
to debrief in their own group, and then bring the whole class together to discuss each
method.
Understanding Conflict
“Creating freedom, community and viable relationships has its price. It costs time and
courage to learn how to sit in the fire of diversity”
Arnold Mindell
Conflict is inseparable from life and diversity. Where there is homogeneity, there is no conflict,
there is no tension, but there is no movement, no life, either.
The most important lesson is to change our attitude from avoiding conflicts to looking at them
with interest and openness. Win-Win solutions become possible after all involved parties of a
conflict have been heard and understood.
Often, when we regard a situation as “conflictual,” this means that we have lost our sense of con-
nectedness, of belonging, or of being understood. Before agreeing or disagreeing with anyone's
opinions,
 Try to tune in to what the person is feeling and needing.
 Instead of saying “No,” say what need of yours prevents you from saying “Yes.”
 If you are feeling upset or angry, become aware of the deeper need that is not being met
and of what you could do to fulfil it, instead of thinking about what's wrong with others or
yourself.

25
Types of Conflict
In the end, all conflicts refer to people. As Mindell says, “behind the world’s most difficult prob-
lems are people – groups of people who don’t get along together.” But interpersonal conflict is in
many cases the external manifestation of something that goes on underneath:
 We can be projecting our own inner conflicts as if others were causing them,
 We can be unconsciously reacting to the tense dynamic of the group field,
 We can be suffering from oppressive structures we are not aware of.
The first step to deal with conflict is to know what really causes it. Integral Theory and other re-
sources give us a general overview of the different types of conflicts and what causes them. Get
familiar with conflict and its systemic working in order to use it as a creative force within the
community and the neighbourhood, at all levels and situations.
Activity: In pairs. Take turns to talk for 5 minutes each about a time when you experienced
conflict with one or more people. How did it start? What took place? How did it end? What
have you learned from the experience? Switch turns to talk and listen. The person listening
does not respond only listens and pays attention to what he/she is hearing during the other
person’s time of talking. At the end debrief in pairs and then with the whole group.
Three Elements to Understand Conflict
Just as it is useful to be able to label the type of conflict, it also helps to know that most conflicts,
large or small, interpersonal or international, follow pretty much the same pattern, characterized
by three important elements: Difference, Combustibility and Power. These are the key elements
present in every conflict.
Conflict arises when:
 We discover our differences and perceive them as a threat to our needs.
 It is fuelled with the usually strong emotional response we give to this perception.
 And is sustained by the unequal distribution of power between human beings.
Conflict Escalation
Learning how to manage conflict involves being able to identify the steps in any escalating con-
frontation, and being able to stop the escalation and do emotional repair by reinforcing the posi-
tive aspects of the relationship.
The following list, from the book "Everyone Can Win" by Helena Cornelius shows the escalating
steps, from a first discomforting feeling to a big crisis leading to the dissolution of the relation-
ship. In each level, when parties reach the point of no return, they escalate to the next level, be-
yond which the whole conflict changes because it sets up a different set of feelings and behavior.
 Uncomfortableness: you have an inner, intuitive feeling that something is going wrong
with somebody or with the group.
 Incidents: you feel a little bit irritated by small things that involve somebody else, but
you tend to forget them.

26
 Misunderstandings: you don’t understand somebody else's words or behavior. Commu-
nication is deficient and there is no clarity in people expectations.
 Tension: you feel tense each time you meet that person or that part of the group. There is
an abundance of negative attitudes. Consciously or unconsciously people hurt each other.
 Crisis: repressed emotions release. Violence can appear.
Another valuable analysis of conflict is made in the Ladder of Inferences model described by
Roger Schwartz in his 2002 book The Skilled Facilitator.
Activity: Play act each of the levels of escalation of conflict listed above. Do this one at a time
stopping to analyse what happened at each step. You have to invent a conflict to do this.
Nine Steps to Address Conflict Positively
1. Create an appropriate atmosphere, based on trust and safety
2. Clarify perceptions and misunderstandings. Check assumptions and inferences.
3. Move from positions to interests and needs
 Positions and interests are negotiable. Needs are not negotiable
 A difficulty: In structural conflicts it is not always possible to meet every person's needs.
You have to change the subjacent conflictive structure.
 A problem: Most people don’t know which are their needs.
4. Learn to manage your emotions and the response you give to somebody else’s emotions.
5. Promote the connecting elements —the ‘we’ instead of the ‘you against me’. Instil the idea
of a ‘power towards’ where we all participate, instead of a ‘power over’, that keep out
some people.
6. Project to the future, towards what we want to do together, acknowledging and learning
from the past at the same time.
7. Encourage people to speak of their responsibility and not of their guilt. Facilitate recon-
ciliation.
8. Identify and develop gradually workable solutions.
9. When possible, develop verbal or written agreements that everybody can accept.

27
Selected Bibliography for Module Two
Auvine, Brian. A Manual for Group Facilitators, 1977, Center for Conflict Resolution
Avery, Michel. Building United Judgment: A Handbook for Consensus Decision-Making, 1981,
Center for Conflict Resolution
Briggs, Beatrice. Facilitation and Consensus Manual, www.iifac.org
Butler, C.T. L., and Rothstein, A. On Conflict and Consensus: A Handbook on Formal Consensus
Decision-Making, 1998, Foods Not Bombs Publishing
Bohm, David. On Dialogue, 1996, Routledge.
Buzan, Tony. How to Mind Map, 2002, HarperCollins
De Bono, Edward. Six Thinking Hats, 1999, Back Bay Books
Doyle, M. and Straus, D. How to Make Meetings Work: The New Interaction Method, 1993, Jove
Books
Isaacs, Williams. Dialogue and the Art of Thinking Together. 1999, Currency.
Jackson, Hildur. Creating Harmony: Conflict Resolution in Community, 2000, Gaia Trust
Kaner, Sam. Facilitator's Guide to Participatory Decision-Making, 1996, New Society Publishers
Kelsey, Dee. Great Meetings! Great Results, 2004, Hanson Park Press
Mindell, Arnold. The Deep Democracy of Open Forums, 2002, Hampton Roads
Rosenberg, Marshall. Nonviolent Communication: A Language of Compassion, 1999, Puddle
Dancer
Schultz, B.G. Communicating in the Small Group: Theory and Practice, 1989, Harper & Row
Schuman, Sandy, ed. Handbook of Group Facilitation, 2005, International Association of Facilita-
tors
Schwarz, Roger. The Skilled Facilitator: Practical Wisdom for Developing Effective Groups, 2002,
Jossey-Bass
Senge, Peter. The Fifth Discipline, 1994, Currency Senge, P. Scharmer, C.O, Jaworski, J. & Flowers
B.S. Presence. An Exploration of Profound
Change in People, Organizations, and Society. 2004. Currency-Doubleday
Stanfield, R.B. The Workshop Book. From Individual Creativity to Group Action. 2002, New Soci-
ety Publishers.
Thich Nhat Hanh. The Art of Mindful Living: How to Bring Love, Compassion and Inner Peace into
Your Daily Life, 2000, Sounds True
Whitney, D. and Trosten-Bloom, A. The Power of Appreciative Inquiry. 2003, Berret-Koehler

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