facilitating groups welcome - day two. aims of this training to develop essential facilitation...
TRANSCRIPT
Aims of this training
To develop essential facilitation skillsTo provide underpinning theory and knowledge related
to group workTo give an opportunity to practice facilitating in a small
groupPart of the process to become a Care for the Family
Licensed Facilitator
What we’ve done so farGround rulesGroup needs and aimsLimitations and professional boundariesSourcing group materialAdult learningDelivery methodsCommunication and active listening
Programme for today 9.30 - 11.00 Conflict in groups 11.00 - 11.15 Coffee 11.15 - 12.30 Group dynamics
Group stages12.30 - 1.00 Lunch 1..00 - 2.20 Session Delivery 2.20 - 2.30 Tea 2.30 - 3.45 Session Delivery 3.45 - 4.05 Reviewing support
4.05 - 4.30 Closing session
1.5 Assessment CriterionExplain theories and practice of conflict resolution
Group Witness Statement emailed by trainer
Flip chart notes photos
Reflective Log
Dealing with conflict
Conflict calls for sensitive and creative facilitation The art is knowing how and when to interveneThere is no right answerRemember the group can work it out and each
person in the group has an important role to play
Dealing with conflictMany people find conflict uncomfortable and try
to avoid it There is a risk to expressing and working through
conflictDamage can occur if conflict is not acknowledged,
sensitively managed, and handledConflict is rather like disease - prevention is bestIf there is conflict it is best tackled early rather
than left to grow and multiply!
Activity – group dynamics
• Facilitator
• Group who have met a few times already
• Our group agreement
• Observers
• NOT part of assessment for facilitator
1.5 Portfolio evidenceGroup Witness StatementFlip chart notes – photosReflective Log (200 words)How did you feel in your role during the group
activity on conflict?How have you experienced the handling of conflict in
groups?How will this experience help you handle conflict in
groups in the future?
Learner Handbook p 30
Authoritarian leadership
Leader is clearly in charge
Provides the structure for the group
Directs the course content
Has no flexibility over how the group operates
Advantages of an authoritarian style
• People know where they stand and there is no ambiguity
• Tasks completed quickly
• Good for large groups or when time is short
• The group catches the facilitator’s enthusiasm (or not!)
Disadvantagesof authoritarian style
It may not encourage contributions from group members
It may not help make links between content and practice
Democratic leadership
Includes all group members in decision making
Provides structure and momentum
Is prepared to bend and mould to the needs of the group
Advantages of a democratic style
It gives real power to group members
This can energize them to achieve the task
Disadvantages of democratic style
When mishandled it may leave the group members unclear about who is in control
When mishandled it can cause confusion
Laissez-Faire Leadership
Allows group members to express themselves and work out for what they want to learn
It does not seek to impose but offers suggestions
See themselves as important but not the one to decide what is the most useful learning and purpose for the group
Advantages of Laissez Faire
Empowers the group
Allows creative ideas to emerge and be explored
Sets the scene for a support group
Small group activityWhich leadership style are you most comfortable
using?And why?
In your experience of groups:How has the balance of task and maintenance been
handled?How has the group dynamic been affected by the
behaviour of individuals in the group?
1.1 Portfolio evidenceReflective Log (200 words)Which leadership style(s) are you most comfortable with
and why?In your experience of groups
how has the balance of task and maintenance been handled?
how has the group dynamic been affected by the behaviour of individuals in the group?
How will this change your future work in groups?
Learner Handbook p 23
Forming
Feelings of discomfortHopes and fearsAmbivalenceDefensivenessGetting to know the group – who is in it?Finding the boundaries – what do I have to do?
What have I come to?
Facilitating forming
Giving a warm welcome
Using icebreakers
Getting the group to work in small groups and pairs
Establishing some boundaries by setting ground rules
Explaining programme
Providing refreshments
Storming
Testing boundaries
Pairing/cliques
Resentment
Fight/flight
Challenge to the leadership
I don’t have to listen to
this!
Facilitating storming
Encouraging discussion with the whole group to find out what’s happening
Remembering the ‘storm’ is probably not to do with you personally – so don’t get upset
Reminding the group of ground rules can help if things get out of hand
Breaking into small discussion groups can help (but be careful who you put together in each small group)
Norming
Accepting individual differencesAccepting boundariesSettling downFinding commonalityKnowing who’s whoMutual supportCo-operation
This is OK!
Facilitating norming
Setting up small group and giving specific tasks
Move individuals around so they can develop relationships with all members of the group
Performing
Co-operationCohesionHigh level of trust and participationReal engagement with the materialDifferences but they can be safely expressed
and acknowledged
Go for it!
Facilitating performing
Building in “showing what you know” activities which allow group members to check their own knowledge and skills
Developing small group projects
Encouraging self-assessment so that individuals can recognise their own learning, rather than comparing themselves with others in the group
Facilitating mourningAffirming what has been learntEncouraging the group to take their learning and new
experiences into lifeCelebrating the group’s time together with an activity
or food or giving out certificatesAllowing time for the group to express their feelings Inputting less materialProviding space for goodbyesGiving clear information about “What happens next?”
Activity
In small groups
How has this training group moved through the stages?
What has been your experience of group stages as a leader / member of other groups?
1.2 Portfolio evidenceReflective Log (200 words)
How has this training group moved through the stages?
What has been your experience of group stages as a leader/member of other groups?
How will this change your future work in groups?
Learner Handbook p 25
3.5 & 4.2 Assessment Criteria3.5 Review and revise own strategy and approach to the
group, making modifications as appropriate 4.2 Evaluate own effectiveness as a group facilitator,
suggesting modifications as appropriate
Reflective LogsLesson Plan Learner Handbook p 71Record of Group Progress Learner Handbook p 72Feedback Forms Learner Handbook p 73 - 77
Delivering a sessionPractising skills in a safe, supportive environment
It is all about the experience
The group act as parents (NOT professionals)
15 minute facilitation ONLY!
Delivering the sessionSet the room upGet yourself readyRun your sessionFeedback – self – peers – tutorFill in evaluation sheetsNext person sets up room...
Model for feedbackThe tutor will ask you after your session:
How did you feel before the session? How do you feel now, at the end?
Tell us what you did that worked wellIs there anything you would do differently next
time?
The group will wait until after your feedback and then they and the tutor will give feedback
4.1 Assessment Criterion
Explain the importance of reviewing support with group members and encouraging them to provide feedback
Reflective Log
Reviewing progress
A practitioner needs to both help the group learn and to assess what they have learnt Parents will find it helpful to look at learning that has taken place and if it is making a difference to their lives
Reviewing progressObserving the group
Creating times for parents to stop and think what
changes they have tried and how they have got on
Pre and post parent questionnaires
4.1 Portfolio evidenceReflective Log (200 words)
Why is this important?
How do you/would you support members of your group to meet their needs?
What methods did the trainers use to get feedback from the group?
How will this change your future work in groups?
Learner Handbook p 46
Portfolio workReflective Logs 1.1, 1.2, 1.5, 3.5, 4.1, 4.2Lesson Plan 3.5Record of Group 3.5
ProgressFeedback Forms 4.2Photos 1.5 Flip Chart notesGroup Witness 1.5 Statement
AccreditationOCN Portfolio Checklist Learner Handbook p 55
Tracking Sheets Learner Handbook p 61 - 63
What you need to do:Fill in page numbers AFTER you have completed ALL the work
Write Learner Comments on p 63
Sign on p 63 and date it
Learner Guidance See portfolio criterion notes
Mid Course SampleWrite ONE Reflective Log – 200 words
Email to:Email 1
Email 2
We need to receive this by:Add date here (next week)
All the best
Please let us know how you are getting on.
If you have any questions please email us:
Email 1
Email 2